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THE  INDUSTRIAL  EDUCATION  SURVEY 


OF   THE    CITY   OF  INEW    YORK^ 


frtac  ■ . 


PART  V 

INDUSTRIAL  CLASSES  IN  THE 
PUBLIC  SCHOOLS/ 


Report  of  the  Committee  Authorized  by  the  Board  of 
Estimate  and  Apportionments 


1918 

,  New  York  City 


fiDUCATIOH  LlBB. 


MANHATTAN     LINOTYPE     CO. 
PRINTERS 

137-139  E.  25th  ST.,  n.  y. 


AXe.  ^WZ 


NsAs 


EDUC 
LIBRA  RT 


TABLE  OF  CONTENTS 


Foreword    ; 0 

The  Admixistkatio.x  of  Industrial  Education  in  New  York  City....  17 

The  State  Dopartmont  of  Eduontiou 17 

The  Board  of  Estimate  and  Apportionment 10 

The  Board   of  Aldermeu 20 

The  Board  of  Education 21 

Board    of    Examiners 22 

Board  of  Superintendents 23 

Supervision  of  Industrial  Classes 24 

Day  Vocational  Schools 24 

Part-Time  Industrial  Classes  and  Industrial  Co-operative  Classes.  .  26 

Evening  Trade  Classes 28 

Advisory  Board   31 

Summary    31 

Recommendations  of  the  Advisory  Committee 32 

Essentials  of  Good  Administration 32 

Authority  and  Responsibility 32 

The  Pyramid  Type  of  Scientific  Organization .32 

The  Organization  of  Industrial  Education  in  New  York  City 33 

Non-Vocational  Industrial  Work 37 

Licensing  and  Employment  of  Teachers 41 

Board  of  Examiners 41 

Requirements  for  Eligibility  for  Vocational  Licenses 42 

Frequency  of  Examinations 43 

How  Examinations  are  Advertised 43 

Order  of  Examinations 43 

Second    Examination 44- 

Written    Examination 44 

Practical    Examination    45 

Oral    Examination    45 

Physical    Examination 45 

Teaching    Experience     45 

Passing    Ma  rks 45 

Substitute   Licenses 45 

Evening   Trade    School    Licenses 40 

Credit  for  Trade  Experience 46 

Credit  for  Teaching   Experience 40 

Number  of  Candidates  Examined 47 

Assistant    Examiners .  .  48 

Attitude  of  Board  of  Examiners 40 

Attitude  of  Those  in  Charge 50 

Attitude  of  Those  in  Charge  of  Day  and  Evening  Vocational  Courses.  50 

Report  of  Advisory  Committee 52 

The  Probationary  Teacher  of  Shop  Subjects 50 

The  Regular  Teacher  of  Shop  Subjects 57 

The  Probationary  Teacher  of  Related   Shop  Subjects 57 

Regular   Teachers   of    Related    Technical    Subjects 58 

Probationary  Teach'^rs  of  Non-Vocational   Subjects 58 

Regular  Teachers  of  Non- Vocational  Subjects 58 

Teachers  of  Industrial  Evening  Schools 58 

Day   Vocational   Schools 61 

Bovs'   Vocational   School 61 

Trade  Subjects 62 

Classification  of  Pupils 62 

Holding   Power  of  the   School 03 

Size   of  Classes 60 

5 


581 


Courses  of   Study 68 

Relation  Between  Academic  and  Trade  Instruction OS 

Organization  of  Shop  Courses 69 

Character    of    Instruction    ( Shop) 70 

The   Teaching   Staff 72 

Building ' 7:> 

Equipment     73 

Records  and  Reports 73 

Analysis  of  Costs 75 

Summary     77 

Murray  Hill  Vocational  School 77 

Location    77 

Classification  of  Pupils 77 

Holding  Power  of  School 78 

Attendance  of  Pupils 81 

Progress  of  Pupils 81 

Size  of  Classes 81 

Courses   of   Stud.v 82 

Relation   Between  Academic   and   Trade   Instruction 82 

Trad>^  Instruction S.-> 

The  Teaching  Staff 85 

Trade  Teachers   , 80 

Building   86 

Equipment     87 

Records  and   Reports .S7 

Analysis  of  Costs 88 

Summary     8!) 

Brooklyn  Vocational  School 80 

Classification    of    Pupils t)0 

Holding  Power  of  the  School 90 

Attendance  of  Pupils 1)2 

Size  of  Classes {>2 

Cou-rses   of   Study 93 

Relation  between  Academic  and  Trade  Instruction 9-1 

Shop  Instruction 94 

The  Teaching  Staff 9r» 

Trade  Teachers 9."> 

Building   95 

Records  and  Reports 96 

Analysis  of  Costs 96 

Summa ry    97 

Distribution  of  Pupils  and  Teachers  in  the  Three  \'ocational  Schools 

for   Bovs 98 

Manhattan  Trade  School  for  Girls 100 

Trade  Departments 100 

Classification  of  Pupils , 100 

Holding  Power  of  School 1 00 

Attendance  of  Pupils 102 

Sizes    of   Classes 102 

Relation  Between  Academic  and  Trade  Instruction 103 

Character  of  the  Institution 103 

Shop  Practice 104 

The   Teaching   Staff 105 

Trade  Teachers   105 

Building  and  Equipment , 106 

Records  of  Pupils 106 

Commercial     Product 108 

Summary 109 

Report  of  the  Advisory  Committee  on  Day  Vocational  Schools 109 

Evening  Trade  Schools 115 

Courses    and    Classes 116 

Director  for  Evening  Schools 122 

Requirements    for   Admission 122 

Advertising   122 

Registra  tion  of  Pupils 123 

Popularity  of  Subjects 124 

Establishment  of  Courses 124 

Length  of  Courses 124 

Organization  of  Evening  Trade  Classes 125 

Size  of  Classes 126 

Courses  of   Study 126 

Method  of   Selection,   Tenure  and   Salary  of  Evening  Trade  School 

Teachers    128 

6 


Supervision  of  Evening  Trade  Classes 12!) 

Advisory  (_'i)nimittees  trnm  tlie  Trades lod 

Study   of   Evening   Trade   School   I'upils llil 

Nationality    and    I'arentag*;    of    Students l.'{2 

I'revious    School    Training I'-i^i 

Oecupations  of   the  Men I'jy 

Number    of    Years    Worked    at    Trade l-'if* 

Length  of   Working  Days i;{5 

Weekly    Wages    , i:5G 

Length  of  Attendance lo7 

Summary  of  t)ther  Trade  (Jroups l.")7 

Character   of   Shop   Instruction 147 

Electrical  Work 147 

I'lumbing    14K 

Machine  Shop  Practice  and  Theory 14S 

Carpentry  and  Joinery 141* 

Mechanical   Drawing 14!) 

Industrial    Sci(>nce 1  M) 

Buildings  and   Eiiuipment ITd 

Harlem  Evening  Trade  School IHl 

Murrav  Hill  Evening  Trade  School 151 

L<jug  Island  High  and  Trade  School 152 

Stuyvesant   Evening  Trade   S'.hool 152 

Bushwick    Evening   Trade   School 152 

Brooklvn  Evening  Trade  School 15o 

Tottenville  Evening  Trade  School 15:5 

Manhattan  Evening  Trade  School 15:$ 

Evening  School  of  Industrial  Art 153 

Distribution  of  Pupils  by  Subjects 15'' 

Summary     15(5 

Report  of  Advisory  Committee 157 

Co-Operativk  Classes  in  New  York  City  High  Schools lG;i 

The  Co-Operative  System 16.'l 

The   Co-ordinator    Ifi-) 

Co-operation  of  the  High  School  Principals 1<>.". 

Co-operation  of  the  Employers 104 

Beginning  of  the  Work 105 

Development  of  Co-operative  Classes 1GB 

Reorganization  of  Co  operative   Work 1(>0 

Distribution  of  Pupils  in  Co-operative  Work 167 

Limits  of  the  Survey 171 

Co-operative  Industrial  for  Boys  at  Manual  Training  High  School...   172 

Organization     172 

Character  of  Instruction 1 72 

Course  of  Study 17.'I 

Records  of  Pupils 174 

Attitude   of   Employers  Toward   Co-operative   Pupils 174 

Co-operative   Industrial  Course  for  Girls  at  Washington   Irving  High 

Scho<il   17!» 

Organizations   170 

Character  of  Work  of  Co-ordinator 17!) 

Record  of  Pupils 1  SI 

Co-operative  Course  in  Salesmanship  for  Boys  and  Girls  in  Morris  and 

Newtown  High  Schools 181 

Course  of   Study 181 

Results  of  Salesmanship  Course 1S'\ 

The  Stuyvesant  High   School 183 

Permanency    of    Work 184 

Cost  of  Co-operative  Work 185 

Summa ry ISG 

Recommendations  of  Advisory  Committee 187 

Pabt-Time  Industrial  Classes IDl 

Aims.    Types,    Definitions ID'J 

Continuation  and   Part-Time  Industrial  Classes 1!)4 

Scope   of   Survey 1!)5 

Part-Time   Industrial  Classes  at   the  Brooklyn   Navy  Yard I!t6 

Part-Time  Industriil  Classes  at  I-ong  Island  Railroad  Shops 10!! 

Part-Time  Industrial  Classes  at  Baltimore  and  Ohio  Railroad  Shops.    201 
Part-Time  Industrial  Classes  at  Richmond  Light  and  Railroad  Co....    20.3 

Part-Time   Industrial  Classes  at   Metropolit::n    Engineering  Co 20.5 

Summary 207 

Report  of  Advisory  Committee 208 

7 


Recommendations  of  Industrial  Education  Survey  Committees 213 

Administration     213 

Emplovment  and  Licensing  of  Teachers 216 

Central  Schools 219 

Day  Vocational  Schools 220 

Evening   Trade   Classes 221 

Voluntary  Part-Time  Industrial  Classes 222 

Co-operative  Classes 223 

Furtherance  of  the  Survey 225 


FOREWORD 

Ou  September  29,  1915,  as  amended  December  15,  1915,  the 
Board  of  Education  requested  the  Board  of  Estimate  and  Ap- 
portionment to  appropriate  |15,000  for  the  purpose  of  co-operat- 
ing with  the  United  States  Department  of  Labor  in  making  an 
industrial  survey  for  the  better  guidance  of  the  Board  of  Educa- 
tion in  its  extension  of  industrial  education. 

The  Board  of  Education  was  prompted  to  request  funds  for 
the  purposes  of  an  industrial  survey  by  the  demands  of  organ- 
ized labor  of  the  City  of  New  York  as  expressed  in  the  form  of 
a  "Declaration  of  Principles  and  Policies  of  Organized  Labor  of 
the  City  of  New  York"  at  a  conference  held  April  20,  1915. 
This  declaration  was  subsequently  officiallj'  ratified  and  en- 
dorsed bj'  the  following  organizations: 

New  I'ork  Central  Federated  Union ;  Brooklyn  Central  Labor 
Union;  Bronx  Labor  Council;  United  Hebrew  Trades;  Allied 
Printing  Trades ;  United  Board  of  Business  Agents  of  the  Build- 
ing Trades  of  Manhattan  and  vicinity;  Metal  Trades  of  Greater 
New  York;  Men's  and  Boys'  Clothing  Trades;  Women's  Trade 
Union  League;  Women's  Garment  Trades. 

This  statement  which  expresses  the  attitude  of  organized 
labor  toward  the  extension  of  vocational  training  in  the  public 
schools  of  the  city,  insists  that  such  training  shall  be  based  upon 
and  continually  modified  with  reference  to  the  industrial  char- 
acter of  the  community.  The  data  upon  which  vocational  train- 
ing is  organized  must  be  gathered  in  the  work  shops  of  the  city 
by  a  systematic  and  continuous  survey  which  shall  embrace  the 
whole  range  of  industrial  activity.  Upon  only  the  basis  of  such 
a  survey  can  instruction  be  adapted  to  the  industrial  needs  of 
the  community.  "The  school  authorities  must  provide  that  sort 
of  industrial  training  that  emploj-ers  and  wage  earners  jointly 
demand." 

As  a  result  of  these  petitions  the  Comptroller,  as  Chairman  of 
the  Committee  on  Education  of  the  Board  of  Estimate  and  Appor- 
tionment, on  December  15,  1915,  sent  a  communication  to  the 
latter  body  outlining  the  plan  of  similar  surveys  and  containing 
certain  suggestions  as  to  scope  and  organization  and  in  which  he 

9 


10  Industrial  Education  Survey 

recommends  that  the  request  of  the  Board  of  Education  for  $15,- 
000  be  sent  to  the  Board  of  Aldermen  with  the  recommendation 
that  special  revenue  bonds  in  the  said  sum  be  granted,  the  pro- 
ceeds thereof  to  be  used  by  a  general  survey  committee  appointed 
by  His  Honor,  the  Maj  or,  for  the  purpose  of  making  an  industrial 
survey  under  the  conditions  specified. 

This  recommendation  was  approved  with  the  result  that  the 
following  resolution  was  adopted  by  the  Board  of  Aldermen  on 
March  7,  1916,  and  approved  by  the  Mayor  on  March  14,  1916 : 

"Resolved,  That,  in  pursuance  of  the  provisions  of  subdivision  8  of  Sec- 
tion 188  of  the  Greater  New  York  Charter,  the  Board  of  Estimate  be  and  it  ia 
hereby  requested  to  authorize  the  Comptroller  to  issue  Special  Revenue  Bonds 
in  the  amount  of  Fifteen  Thousand  Dollars  ($15,000),  the  proceeds  whereof 
to  be  used  by  a  Committee  to  be  appointed  by  His  Honor,  the  Mayor,  for  the 
purpose  of  making  an  industrial  survey  for  the  better  guidance  of  the  Board 
of  Education  in  its  extension  of  industrial  education; 

"That  said  Committee  be  given  full  power  to  expend  this  money  in  the 
making  of  such  survey  and  in  directing  the  same ; 

"That  said  Committee  be  composed  of  twelve  (12)  members,  of  whom  three 
shall  represent  the  Board  of  Education,  two  shall  be  employers  of  labor,  two 
shall  be  representatives  of  organized  labor,  one  shall  represent  the  Board  of 
Estimate  and  Apportionment,  one  shall  represent  the  Board  of  Aldermen,  one 
shall  represent  the  National  Society  for  the  Promotion  of  Industrial  Educa- 
tion, one  shall  represent  the  New  York  State  Department  of  Labor  and  one 
the  United  States  Department  of  Labor; 

"That  the  appropriation  of  Fifteen  Thousand  Dollars  ($15,000)  herein 
made  shall  be  for  one  year  from  the  date  upon  which  it  becomes  available,  in 
order  to  insure  the  completion  of  the  survey  and  the  report  thereon  within 
twelve   (12)    months." 

On  April  7th  the  Board  of  Estimate  and  Apportionment  ap- 
proved the  resolutions  and  added  the  following: 

" — and  for  the  purpose  of  providing  means  therefor,  the  Cromptroller  be 
and  is  hereby  authorized,  pursuant  to  the  provisions  of  subdivision  8  of  Section 
3S8  of  the  Greater  New  York  Chapter,  to  issue  Special  Revenue  Bonds  of  the 
City  of  New  York  to  an  amount  not  exceeding  Fifteen  Thousand  Dollars  ($15,- 
000),  redeemable  from  the  tax  levy  of  the  year  succeeding  their  issue." 

The  following  Committee  was  appointed  by  His  Honor,  the 
Mayor,  on  the  first  of  June : 

C.  R.  Richards,  Director  of  Cooper  Union,  Chairman 
John  Martin,  Member  of  Board  of  Education 
*Thomas  J.  Carroll,  member  of  Board  of  Education 
William  J.  Ettinger,  Associate  Superintendent  of  Schools 


♦Died  October  27,  1916. 


Adniinistration  11 

Miss  Florence  M.  Marshall,  Priucipal,  Manhattan  Trade 
School  for  Girls 

;Mrs,  ]Mathilde  C.  Ford,  Secretary,  Committee  on  Education, 
Board  ol'  Estimate  and  Apportionment 

Charles  Delaney,  Board  of  Aldermen 

Royal  Meeker,  United  States  Commissioner  of  Labor  Statis- 
tics, 

George  A.  Stevens,  New  York  Department  of  Labor 

Arthur  D.  Dean,  Director,  Division  of  Agricultural  and  In- 
dustrial Education,  New  York  State  Education  Department. 

C.  G.  Norman,  President,  Manhattan  Fireproof  Door  Com- 
pany. 

Frederick  Alfred,  President,  M.  B.  Brown  Printing  and  Bind- 
ing Company. 

Emil  J.  Deering,  Business  Agent,  International  Association  of 
Machinists. 

John  J.  Munhollaud,  Pattern  Makers'  League  of  North 
America, 

Mrs.  Sidney  C.  Borg,  Chairman,  Committee  on  Investigation 
of  Commercial  Schools. 

The  Committee  held  its  first  meeting  on  June  27,  1916.  At  the 
second  meeting  on  July  5,  Mr.  Lewis  A.  Wilson,  Specialist  in  In- 
dustrial Schools  of  the  New  York  State  Department  of  Educa- 
tion, was  appointed  as  Director.  Mr.  Wilson  was  granted  leave 
of  absence  by  the  Department  in  order  to  undertake  this  work. 
It  was  decided  at  a  subsequent  meeting,  on  account  of  the  limited 
time  and  resources  at  the  disposal  of  the  survey,  to  confine  the 
industrial  studies  to  the  four  trades  of  printing,  machine  work, 
inside  electrical  work  and  carpentry  and  joinery,  and  on  the 
school  side  to  investigate  only  the  four  day  vocational  schools 
maintained  by  the  city  and  the  evening,  part-time  and  co-opera- 
tive industrial  classes  then  in  operation. 

In  the  early  fall  a  field  and  office  staff  was  appointed  and  the 
active  work  of  the  survey  began  in  November.  The  field  and  office 
work  in  the  studies  of  administration,  licensing  of  teachers,  day 
and  evening  schools  was  made  by  Mr.  Herbert  Blair,  working 
under  the  director.  Mr.  R.  D.  Fleming  assisted  in  the  study  of 
the  evening  schools  and  Mr.  Arthur  F.  Payne  of  the  co-operative 
and  part-time  classes.  The  field  work  of  the  trade  surveys  was, 
for  the  most  part,  finished  in  January,  while  that  of  the  school 
survey  continued  through  the  month  of  May. 


12  Industrial  Education  Survey 

Earlj'  in  the  progress  of  the  survey,  employers'  organizations 
and  labor  unions  representative  of  the  four  trades  under  study 
were  invited  to  appoint  committees  to  confer  and  co-operate  with 
the  director  in  regard  to  the  conduct  of  the  trade  investigations. 
As  a  result,  committees  were  appointed  by  the  following  organi- 
zations : 

Association  of  Employing  Printers: 

William  Green,  AVilliam  (Jreen  Company 
G.  F.  Kalkhoff,  President,  Kalkhoff  Company 
Hiram  Sherwood,  President,  Read  Printing  Company 
John  C.  Oswald,  Oswald  Press,  Editor  American  Printer 
Gustav  Zeese,  Zeese-Wilkinson  Company 

Frederick  Alfred,  President,  M.  B.  Brown  Printing  and  Bind- 
ing Company, 

Neio  York  Master  Printers'  Association: 

Joseph  C.  Este,  The  Este  Press 

William  Kiesling,  President,  Master  Printers'  Association 
and  President  of  the  Kiesling  Co. 

William  DriscoU,  Vice-President,  ]\Iaster  Printers'  Associa- 
tion and  Manager  of  the  Lecouver  Press. 

Charles  Francis,  President,  Charles  Francis  Press 

George  J.  Hurst,  Hamilton  Press 

Allied  Printing  Trades  Council: 

Leon  H.  Rouse,  President,  Typographical  Union  No.  6 
Theodore  A.  Douglas,  Business  Agent,  Typographical  Unio^' 

No.  6 

Herbert  F.  Mulroy,  Business  Agent,  Pressmen's  Union  No.  51 
E.  W.  Edwards,  Secretary,  Allied  Printing  Trades'  Council 
Philip  Umstadter,  President,  Pressmen's  Union  No.  51 

Master  Carpenter  Association  of  the  City  of  New  York: 
Hugh  Getty,  Hugh  Getty,  Inc. 
W.  S.  Faddis,  Cauldwell-Wingate  Co. 
William  J.  Hoe,  James  C.  Hoe's  Sons 
Richard  Moller,  Sloane  &  Moller,  Inc. 
R.  B.  Smith,  R.  B.  Smith  &  Co. 

United  Brotherhood  of  Carpenters  and  Joiners  of  New  York  City: 
Charles  A.  Judge,  President  and  General  Agent  of  United 
Brotherhood  of  Carpenters  and  Joiners  of  New  York  City 


Administ  ration  13 

John  Halkett,  Vice  President  and  General  Agent  of  United 
Brotherhood  of  Carpenters  and  Joiners  of  New  York  City 

John  Rice,  Secretary,  of  the  United  Brotherhood  of  Carpen- 
ters and  Joiners  of  New  York  City. 

John  Towers,  Secretary  and  Treasurer  of  the  Concrete  Alii 
ance 

John  Donovan,  Coneral  Agent  for  the  United  Brotherhood  of 
Carpenters  and  Joiners  of  New  York  City 

H.  Blumenberg,  Business  Agent  of  the  United  Brotherhood  of 
Carpenters  and  Joiners  of  New  York  City 

Independent  Electrical  Contractors'  Association: 

Louis  Freed,  President  of  Independent  Electrical  Contractors' 
Association  and  Prop,  of  Jandous  Elect.  Equipment  Co.,  109  West 
31st  St.,  New  York  City. 

M.  H.  Bettman,  Chairman  of  Committee,  Prop.  Manhattan 
Elect.  Con.  Co.,  108  West  17th  St.,  New  York  City 

William  Bleyle,  Prop.,  Bleyle  Elec.  Co.,  81  Cortlandt  Street, 
New  York  City 

George  Brooke,  Prop.,  Manhattan  Elect.  Maint  Co.,  1989  Am- 
sterdam Avenue,  New  York  City 

Electrical  Contractors'  Association  of  New  York: 

L.  K.  Comstock,  L.  K.  Comstock  &  Co. 
E.  J.  H.  Thiemer,  Electrical  Engineer  and  Contractor. 

E.  J.  Murphy,  New  York  and  Queens  Electric  Light  and 
Power  Co. 

Inside  Electrical  Workers  of  Greater  New  York,  International 

Brotherhood: 

William  J.  Walsh,  President  of  the  Inside  Electrical  Workers 
of  G.  N.  Y.  I.  B. 

G.  W.  Whitford,  Secretary  of  the  Inside  Electrical  Workers 
of  G.  N.  Y.  I.  B. 

Charles  Du  Bourg,  Vice-President  of  the  Inside  Electrical 
AVorkers  of  G.  N.  Y.  I.  B. 

Arthur  O.  Maves,  Chairman  Examining  Board,  Inside  Elec- 
trical Workers  of  G.  N.  Y.  I.  B. 

Paul  McNally,  Business  Agent  of  the  Inside  Electrical  Work- 
ers of  G.  N.  Y.  I.  B. 

National  Metal  Trades  Association: 

Christopher  Cunningham,  Christopher  Cunningham  Co. 


14  Industrial  Education  Survey 

F.  L.  Schmidt,  F.  L.  Schmidt  Co. 

Paul  Pryibil,  Paul  Pryibil  Co.  '] 

Charles  Eoss,  C.  Ross  &  Son  Co. 

Louis  Doilling,  De  La  Vergne  Machine  Co. 

International  Association  of  Machinists: 

George  H.  Stilgenbauer,  Business  Agent  and  Secretary  of 
Lodge  434. 

M.  J.  Carney,  Business  Agent 

C.  A.  Durbin,  Business  Agent 

D.  Walkins,  Garage 

These  committees  held  frequent  conferences  with  the  direc- 
tor during  the  progress  of  the  survey  and  gave  much  helpful 
advice  as  to  methods  of  collecting  the  desired  data;  later  they 
checked  the  findings  of  the  trade  studies  as  to  accuracy  of  facta 
and  finally  developed  recommendations  as  to  educational  provi- 
sions for  the  respective  trades. 

Later  in  the  progress  of  the  survey,  a  number  of  prominent 
school  men  in  different  parts  of  the  country  were  invited  to  serve 
on  advisory  committees  dealing  with  the  special  phases  of  the 
educational  problem.  Each  of  these  individuals  accepted  the  in- 
vitation tendered  with  the  result  that  the  following  committees 
were  organized: 

Administration: 

Leonard  P.  Ayres,  Russell  Sage  Foundation,  New  York  City 
C.   A.    Prosser,    Diretor,   Dunwoody    Institute,    Minneapolis, 

Minn. 

David  Sneddon,  Teachers'  College,  New  York  City 

Licensing  and  Employment  of  Teachers: 

C.  A.  Prosser,  Dunwoody  Institute,  Minneapolis,  Minn. 
Arthur  D.  Dean,  State  Dept.  of  Education,  Albany,  N.  Y. 
Samuel  S.  Edmands,  Pratt  Institute,  Brooklyn,  New  York 

Day  Vocational  Schools: 

Charles  R.  Allen,  State  Board  of  Education,  Boston,  Mass. 

Francis  H.  Wing,  Director  Vocational  Education,  Buffalo, 
N.  Y. 

E.  E.  McNary,  Director  of  Vocational  Schools,  Springfield, 
Mass. 

L.  H.  Carris,  Assistant  Commissioner  of  Education,  Tren- 
ton, N.  J. 


Administration  15 

Evening  Trade  Schools: 

L.  W.  Mathewson,  Director  Industrial  Department,  Dickinson 
Iligh  School,  Jersey  City,  N.  J. 

C.  R.  Dooley,  Principal,  Casino  Technical  Evening  School, 
Pittsburgh,  Pa. 

C.  B.  Furney,  Director  of  Evening  Vocational  Schools, 
Albany,  N.  Y. 

Part-Time  and  Co-operative  Classes: 

R.  O.  Small,  Deputy  Commissioner  of  Education,  Boston, 
Mass. 

E.  A.  Cooley,  Director  of  Continuation  Work,  Milwaukee,  Wis. 

M.  B.  King,  Assistant  Commissioner  of  Education,  Harris- 
burg,  Pa. 

A  special  committee  on  provisions  for  the  printing  trade  was 
also  appointed  as  follows: 

A.  L.  Willison,  Director,  Wentworth  Institute,  Boston,  Mass. 

C.  B.  Connolly,  Director  of  the  School  of  Trades,  Carnegie  In- 
stitute, Pittsburgh,  Pa. 

Wm.  B.  Kamprath,  Principal,  Elm  Vocational  School,  Buf- 
falo, N.  Y. 

When  the  findings  of  the  trade  and  school  surveys  were  com- 
pleted they  were  submitted  to  the  various  advisory  committees 
which  later  met  in  New  York  City  and  formulated  recommenda- 
tions within  their  respective  fields. 

These  recommendations  together  with  the  findings  as  a  whole 
were  finally  considered  by  the  survey  committee  and  the  recom- 
mendations formulated  which  appear  in  the  completed  report. 

This  report  the  committee  decided  to  first  issue  in  five  parts : 

1.  The  Printing  Trade 

2.  Inside  Electrical  Work 

3.  CarpentrV  and  Joinery 

4.  The  Machinist  Trade. 

5.  Industrial  Classes  in  th'e  Public  Schools. 


THE    ADMINISTRATION    OF    INDUSTRIAL    EDUCATION 
IN  NEW  YORK  CITY 

In  dealing  with  the  various  forms  of  industrial  education 
that  have  been  introduced  into  the  public  school  system  of  New 
York  City  during  recent  years,  little  attempt  has  been  made  to 
develop  an  administrative  organization  especially  fitted  to  direct 
this  new  type  of  activity.  Control  of  this  work  has  been  lodged 
in  the  elaborate  system  developed  to  administer  work  of  the 
conventional  type  and  few  adjustments  have  been  made  to  meet 
the  peculiar  and  exacting  needs  of  the  new  form  of  instruction. 

Six  statutory  authorities  more  or  less  aflCect  or  control  the 
development  and  activities  of  the  vocational  schools,  as  follows: 
The  State  Department  of  Education,  The  Board  of  Estimate  and 
Apportionment,  The  Board  of  Aldermen,  The  Board  of  Education, 
The  Board  of  Superintendents  and  The  Board  of  Examiners. 
The  state  law  also  provides  that  an  advisory  board  of  five  mem- 
bers representing  the  local  trades,  industries  and  occupations 
shall  be  appointed  by  the  Board  of  Education.  Such  an  advisory 
board  was  appointed  for  New  York  City  in  November,  1915,  but 
as  its  powers  were  not  specifically  stated  in  the  statute  it  has 
not  been  able  to  exert  any  considerable  influence  upon  the 
situation. 

The  State  Department  of  Education:  The  New  York  State 
Education  Law  of  1910,  Section  94,  contains  the  following  pro- 
visions as  to  the  control  of  the  Commissioner  of  Education  over 
the  public  schools  of  the  state : 

He  is  the  chief  executive  officer  of  the  state  system  of  educa- 
tion and  of  the  Board  of  Regents.  He  shall  enforce  all  general 
and  special  laws  relating  to  the  educational  system  of  the  state, 
and  execute  all  educational  policies  determined  upon  by  the 
Board  of  Regents. 

He  shall  have  general  supervision  over  all  schools  and  institu- 
tions which  are  subject  to  the  provisions  of  this  act  or  of  any 
statute  relating  to  education,  and  shall  cause  the  same  to  be 
examined  and  inspected  and  shall  advise  and  guide  the  school 
officers  of  all  districts  and  cities  of  the  state  in  relation  to  their 
duties  and  the  general  management  of  the  schools  under  their 
control. 

He  shall  have  general  supervision  of  industrial  schools,  trade 
schools  and  schools  of  agricuL  ^re;  he  shall  prescribe  regulations 

17 


18  Industrial  Education  Survey 

governing  the  licensing  of  the  teachers  employed  therein;  and 
he  is  hereby  authorized  ...  to  provide  for  the  inspection  of 
such  schools  .  .  .  and  to  advise  and  assist  boards  of  education 
...  in  the  establishment,  organization  and  management  of  such 
schools. 

In  a  bulletin  on  vocational  schools  issued  by  the  University 
of  the  State  of  New  York  May  1,  1913,  the  following  conditions 
are  laid  down  by  the  Commissioner  of  Education  as  necessary  for 
sharing  in  allotments  of  state  funds: 

1.  That  the  school  shall  be  maintained  for  thirty-six  weeks, 
that  it  shall  have  an  organization  and  a  course  of  study  and  be 
conducted  in  a  manner  approved  by  the  Commissioner  of  Edu- 
cation ; 

2.  That  the  equipment  must  be  suitable  and  sufficient  for 
the  proposed  work  and  afford  opportunities  for  practical  experi- 
ence in  the  occupations  for  which  the  pupils  are  to  be  prepared ; 

3.  That  the  teaching  force  must  satisfy  the  Commissioner  aa 
to  ability  to  teach; 

4.  That  courses  of  study  for  each  school  shall  be  left  to  the 
local  authorities,  who  should  submit  their  programs  to  the  Com- 
missioner of  Education  for  revision  and  approval ; 

5.  That  pupils  should  be  especially  fitted  for  their  intended 
occupations ; 

6.  That  mathematics,  drawing  and  science  should  be  taught 
in  a  way  practically  useful  to  the  pupils  in  the  particular  occupa- 
tions for  which  they  are  being  trained ; 

7.  The  instruction  should  aid  in  the  wise  selection  of  an 
occupation  and  lead  boys  and  girls  to  industrial  careers. 

Compliance  with  the  foregoing  conditions  is  necessary  in 
order  to  secure  the  aid  granted  by  the  state  to  promote  industrial 
training.  The  apportionment  for  each  general  industrial  school, 
part-time,  or  continuation  school,  or  evening  vocational  school 
meeting  the  state  conditions  amounts  to  a  sum  equal  to  two- 
thirds  of  the  salary  paid  to  the  first  teacher  appointed  in  each 
school  plus  one-third  of  the  salary  to  each  additional  teacher,  the 
state  aid  for  any  one  teacher,  however,  shall  not  exceed  one  thou- 
sand dollars. 

The  Commissioner  of  Education  also  recommends  that  the 
advisory  board  be  consulted  in  outlining  proper  courses  of  study, 
in  selecting  practical  equipment  and  in  determining  the  vocational 
efficiency  resulting  from  the  vocational  instruction.  He  suggests 
also  that  a  special  and  separate  advisory  sub-committee  might 
usefully  be  appointed  by  the  advisory  board  for  each  impor- 
tant trade  or  occupation  taught  in  the  school.  Such  special  sub- 
committee would  preferably  consist  of  two  persons,  an  employer 
and  an  employee. 


Ad7)iinistration  1ft 

In  order  that  the  state  may  know  that  the  requirements  of 
the  Commissioner  of  Education  are  met,  the  industrial  claasea 
are  visited  at  regular  intervals  by  one  of  the  state  inspectors  in 
charge  of  vocational  activities.  Each  year  the  work  in  some 
classes  has  not  met  with  the  approval  of  the  inspectors  and  the 
state  aid  has  been  refused. 

The  Board  of  Estimate  and  Apportionment:  The  revised 
Charter  of  the  City  of  New  York*  contains  the  following  provi- 
sions as  to  the  powers  and  duties  of  the  Board  of  Estimate  and 
Apportionment  relative  to  the  public  schools: 

The  Board  of  Estimate  and  Apportionment  and  the  Board  of 
Aldermen  of  the  City  of  New  York  may  raise  and  collect  by  tax 
.  .  .  such  sum  of  money  as  may  be  necessary  to  provide  for  the 
conduct  of  the  schools  as  called  for  by  the  budget  adopted  by 
the  said  Board  of  Estimate  and  Apportionment  and  the  said 
Board  of  Aldermen  pursuant  to  the  provisions  of  this  act. 

The  Board  of  Estimate  and  Apportionment  shall  appropriate 
for  the  general  school  fund  an  amount  equivalent  to  not  less 
than  three  mills  on  every  dollar  of  assessed  valuation  of  the  real 
and  personal  estate  in  the  City  of  New  York. 

The  said  Board  shall  annually  between  the  first  day  of  October 
and  the  first  day  of  November  meet  and  make  a  budget  of  the 
amounts  estimated  to  be  required  to  pay  the  expenses  of  conduct- 
ing the  public  business  of  the  City  of  New  York,  such  budget  shall 
be  prepared  in  such  detail  as  the  said  Board  of  Estimate  and 
Apportionment  shall  deem  advisable. 

The  Board  of  Estimate  and  Apportionment  shall  have  the 
power  at  any  time  to  transfer  any  appropriation  for  any  year 
which  may  be  found  by  the  office  having  control  of  such  appro- 
priation to  such  other  purposes  as  may  require  the  same. 


•The  proviBiona  of  the  above  paragraph  have  been  superseded  by  the 
following  provisions  in  the  new  state  education  law  which  became  operative 
June  8,  1917. 

"The  board  of  education  in  each  other  city  (those  having  a  population 
of  over  one  million)  shall  prepare  annually  an  itemized  estimate  for  the 
ensuing  fiscal  year  and  file  the  same  on  or  before  the  first  day  of  September. 
"If  the  total  amount  requested  in  such  estimnto  shall  be  equivalent  to  or 
less  than  four  and  nine-tenths  mills  on  every  dollar  of  assessed  valuation  of 
the  real  and  personal  property  in  such  city  liable  to  taxation,  the  board  of 
estimate  and  apportionment  shall  appropriate  such  amount.  If  the  total 
amount  contained  in  such  estimate  shall  exceed  the  said  sum  of  four  and 
nine-tenths  mills  on  every  dollar  of  assessed  valuation  of  the  real  and  personal 
property  of  such  city  liable  to  taxation,  such  estimate  shall,  as  to  such  ex- 
cess, be  subject  to  such  consideration  and  such  action  by  the  board  of  estimate 
and  apportionment,  the  board  of  aldermen,  and  the  mayor  as  that  taken  upon 
departmental  estimates  submitted  to  the  board  of  estimate  and  apportionment." 


20  Industrial  Education  Survey 

The  special  three-mill  tax  which  the  charter*  decreed  should  be 
appropriated  for  the  general  school  fund  has  only  in  part  met 
the  needs  of  the  schools  in  recent  years  and  the  Board  of  Educa- 
tion has  been  obliged  each  year  to  secure  the  extra  funds  needed 
through  the  Board  of  Estimate  and  Apportionment. 

The  requirement  that  the  budget  for  educational  purposes  be 
submitted  by  early  fall,  necessitated  that  estimates  of  the  several 
amounts  required  be  prepared  by  the  school  authorities  in  the 
spring  of  each  year.  Each  division  head  must,  consequently, 
estimate  far  ahead  the  amount  required  to  operate  his  department 
for  the  coming  fiscal  year. 

Although  it  is  difficult  for  any  division  of  the  school  system  to 
estimate  its  needs  far  in  advance,  it  is  doubly  difficult  for  those  in 
control  of  the  schools  for  vocational  and  industrial  training. 
Such  work  is  still  in  an  experimental  stage  and  consequently 
standards  of  costs  have  not  been  worked  out.  An  extension  of 
the  work  that  is  desired  must  not  only  meet  the  approval  of  the 
executive  officers  of  the  Board  of  Education  and  the  board  itself, 
but  must  also  meet  with  the  approval  of  the  members  of  the  Board 
of  Estimate  and  Apportionment.  The  refusal  of  the  Board  of 
Estimate  and  Apportionment  to  include  funds  for  the  separate 
maintenance  of  the  Murray  Hill  Vocational  School  and  for  the 
trade  extension  classes  carried  on  in  conjunction  with  the  Man- 
hattan Trade  School  for  Girls  in  the  school  budget  for  1917 
illustrates  the  control  this  board  has  exercised  over  vocational 
education. 

Board  of  Aldermen:  The  Board  of  Aldermen  formerly  had 
authority  upon  the  recommendation  of  the  Board  of  Estimate  and 
Apportionment  to  provide  by  ordinance  for  the  acquisition  of 
school  sites  and  the  construction  of  new  buildings,  but  under 
the  new  "Pay-as-you-go"  policy  as  incorporated  in  the  charter  in 
1916,  it  has  practically  no  authority  over  the  authorization  of 
funds  for  new  school  buildings  and  sites.  The  Board  of  Alder- 
men may,  however,  reduce  the  amounts  fixed  by  the  Board  of  Esti- 
mate and  Apportionment  for  the  maintenance  of  the  school  system 
in  the  annual  tax  levy  budget  but  such  reduction  is  subject  to  the 
veto  power  of  the  Mayor  which  veto  can  only  be  overridden  by  a 
three-fourths  vote  of  the  Board  of  Aldermen. 

The  Board  of  Aldermen  has  no  power  of  control  in  regard  to 
the  salaries  paid  to  teachers,  examiners  and  members  of  the  super- 


*  Section  60  of  the   Revised  Charter  which  provided  the   three   mill  tax 
wa«  repealed  by  the  new  Education  Law.     See  Section  881,  subdivision  8. 


Administration  21 

vising  staff  of  the  Department  of  Education,  but  it  has  the  power 
upon  the  recommendation  of  the  Board  of  Estimate  and  Appor- 
tionment to  fix  the  salaries  of  the  clerical  force  of  the  Board  of 
Education  and  the  rates  of  compensation  paid  the  janitors  of  the 
school  buildings.  The  minutes  of  the  Board  of  Aldermen  show 
that  many  of  their  acts,  an  average  of  a  hundred  each  year,  con- 
cern the  Department  of  Education.  While  these  acts  refer  mainly 
to  the  wages  of  janitors  and  clerks  the  aldermen  also  have  taken 
up  such  matters  as  providing  for  school  luncheons  and  the  sup- 
plies that  are  used  in  the  schools. 

The  Board  of  Education:  The  revised  charter*  of  the  City  of 
New  York  provides  that  a  Board  of  Education  consisting  of  46 
members  shall  have  the  management  and  control  of  the  public 
school  system  of  the  city  and  that  the  board  shall  have  power 
to  administer  all  moneys  appropriated  for  educational  purposes 
in  the  City  of  New  York. 

The  By-laws  of  the  Board  of  Education  provide  for  thirteen 
standing  committees  of  from  five  to  nine  members  each,  the 
Committee  on  Vocational  Schools  and  Industrial  Training  having 
seven  members. 

Each  of  the  thirteen  standing  sub-committees  of  the  Board  of 
Education  has  certain  clearly  defined  duties  as  well  as  other 
duties  which  are  not  so  clearly  defined.  Few  matters  are  pre- 
sented to  any  committee  that  can  be  settled  without  being  re- 
ferred to  some  other  committee  of  the  Board  of  Education  for  its 
approval,  or  to  some  other  board  outside  of  the  Board  of  Educa- 
tion. As  each  committee  can  only  transact  business  at  its  regular 
meetings  or  special  meetings  called  by  its  chairman,  this  com- 
munication between  committees  must  be  done  by  time-consuming 
correspondence. 

The  By-laws  contain  the  following  reference  to  the  Committee 
on  Vocational  Schools  and  Industrial  Training: 

Section  22a.  1.     The  Committee  on  Vocational  Schools  and 


*The  sections  of  the  charter  relating  to  public  education  are  superseded 
for  the  most  part  by  the  new  education  law  which  provides  that  a  city  having 
a  population  of  one  million  or  more  shall  have  a  board  of  education  to  consist 
of  seven  members,  and  which  sets  forth  various  specifications  as  to  the  powers 
of  the  board  concerning  the  creation  of  positions,  appointment  of  officers 
and  teachers,  maintenance  of  schools,  purchase  of  sites,  construction  of 
buildings  and  administration  of  moneys  appropriated  for  educational  pur- 
poses. It  remains  to  be  seen  just  how  the  organization  of  the  new  board  of 
seven  members  will  differ  from  that  designed  for  the  larger  board. 


22  Industrial  Education  Survey 

Industrial  Training  shall  have  charge  of  all  matters  relating  to 
vocational  training  in  the  special  day  schools  devoted  to  that 
purpose  and  of  all  matters  relating  to  evening  trade  schools  and 
afternoon  vocational  courses  established  in  day  schools. 

2.  Recommendations  of  the  Board  of  Superintendents  with 
regard  to  selection  of  textbooks,  books  for  supplementary  reading, 
apparatus  and  other  supplies  for  vocational  schools,  for  evening 
trade  schools  and  for  afternoon  vocational  courses  established  in 
day  schools  shall  be  filed  with  said  committee  and  shall  be  trans- 
mitted, with  its  recommendations  as  to  approval  or  disapproval, 
to  the  committee  on  studies  and  text  books  for  action  thereon. 

3.  Except  when  otherwise  ordered  by  the  board,  said  com- 
mittee shall  conduct  all  trials  of  principals  and  teachers  in  the 
schools  specified  in  subdivision  7  of  this  section,  against  whom 
charges  have  been  brought  and  shall  report  its  conclusions  to  the 
board  for  action  thereon. 

The  chairman  of  this  committee  in  reply  to  a  questionnaire 
submitted  to  him  stated  that  his  committee  has  interpreted  the 
by-law  which  states  that  it  shall  have  charge  of  all  matters  relat- 
ing to  vocational  training  "to  mean  that  all  matters  concerning 
the  schools  which  require  the  approval  of  the  Board  of  Education 
shall  be  considered  by  the  committee  and  reported  upon  with 
recommendations  to  the  Board  of  Education." 

"Courses  of  study  have  not  been  submitted  by  the  board  of 
superintendents  to  the  vocational  schools  committee,  but  have 
been  tentatively  approved  by  the  superintendent  in  charge  of  vo- 
cational activities,  because  it  has  been  recognized  that  full  lati- 
tude should  be  given  to  the  principals  of  these  schools  to  develop 
courses  of  study  from  the  practical  needs  of  industry  and  all  the 
educational  value  of  each  activity  until  such  time  aa  it  would  be 
possible  to  standardize  these  courses." 

"Employers'  associations  and  unions  have  not  been  asked  to 
assist  in  the  development  of  the  course  of  study  in  trade  sub- 
jects. Representatives  of  trade  unions  have  been  requested  to 
visit  the  schools  and  to  offer  suggestions.  One  delegate  did 
offer  suggestions  to  Dr.  Ettinger  as  to  the  introduction  of  certain 
topics  in  civics  which  suggestions  have  been  followed." 

Board  of  Examiners:  Both  by  provisions  in  the  charter  and 
in  the  new  education  law  a  board  of  examiners  is  designated  for 
the  City  of  New  York.  It  is  the  duty  of  this  board  to  hold  exam- 
inations whenever  necessary  to  examine  all  applicants  who  are 
required  to  be  licensed  or  to  have  their  names  placed  upon  eligible 
lists  for  appointment  in  the  schools  in  such  city,  except  examiners, 
and  to  prepare  all  necessary  eligible  lists.  The  board  may  employ 


Administration  23 

temporary  assistants  at  a  compensation  fixed  by  the  Board  of 
Education.  The  influence  of  the  board  of  examiners  upon  the 
industrial  work  is  discussed  under  the  section  relating  to  the 
licensing  of  teachers. 

Board  of  Supcrintcndc7its:  Both  the  charter  and  the  new  edu- 
cation law  provide  that  there  shall  be  eight  associate  superin- 
tendents, and  the  superintendent  of  schools  and  such  associate 
superintendents  shall  constitute  a  board  of  superintendents.  They 
both  provide  that  the  board  shall  possess  among  others  the 
following  powers: 

"To  prepare  the  content  of  each  course  of  study  authorized  by 
the  Board  of  Education. 

"To  recommend  suitable  lists  of  textbooks  to  be  used  in 
the  schools. 

"To  transfer  teachers  from  one  school  to  another. 

"To  make  rules  for  the  promotion  and  graduation  of  pupils. 
"It  is  also  provided  in  both  instruments  that  the  Board  of 
Education  on  the  recommendation  of  the  board  of  superinten- 
dents shall  designate  the  kind  and  grades  of  licenses  for  all 
positions  in  the  teaching  and  supervising  staff  below  that  of 
district  sui)erintendent,  together  with  the  qualifications  required 
for  each  kind  or  grade  of  license. 

"And  that  all  members  of  the  teaching  and  supervising  staff 
except  associate  superintendents  and  examiners  shall  be  ap- 
pointed by  the  Board  of  Education  upon  the  recommendation  of 
the  board  of  superintendents." 

It  will  be  seen  from  the  above  quoted  sections  from  the  new 
education  law  that  the  board  of  superintendents  are  largely 
responsible  for  the  direction  of  the  school  system.  They  recom- 
mend the  textbooks  and  supplies,  prepare  the  courses  of  study, 
designate  the  kinds  of  licenses  and  the  qualifications  required 
for  each  and  nominate,  promote  and  transfer  principals  and 
teachers. 

In  order  that  each  member  of  the  board  of  superintendents 
may  specialize  in  some  branch  of  administrative  work,  the  board 
is  organized  into  eight  committees,  each  member  of  the  board 
constituting  a  committee.  The  eight  committees  are  (1)  high 
schools  and  training  schools;  (2)  elementary  schools;  (3)  studies 
and  supplies;  (4)  vocational  activities;  (5)  duplicate  and  inter- 
mediate schools;  (6)  evening  and  vacation  schools;  (7)  buildings 
and  economy;  (8)  rules  and  service.  The  administration  of  the 
industrial  work,  so  far  as  the  board  of  superintendents  is  con- 


24  Industrial  Education  Survey 

cerned,  is  thus  divided  between  two  men;  the  day  vocational 
schools,  the  continuation  and  co-operative  schools  are  under  the 
associate  superintendent  in  charge  of  vocational  activities,  while 
the  evening  trade  schools  are  under  the  associate  superintendent 
in  charge  of  evening  schools. 

The  administration  of  the  evening  trade  schools  differs  from 
that  of  the  day  industrial  classes.  The  charter  provides  that 
twenty-three  of  the  district  superintendents  shall  be  assigned  by 
the  city  superintendent  to  the  work  of  supervision  in  the  local 
school  board  districts  and  the  remaining  three  district  superin- 
tendents "shall  be  assigned  by  the  city  superintendent  to  such 
other  professional  duties  as  the  welfare  of  the  school  system  may 
require."  Under  this  provision  the  city  superintendent  has 
assigned  one  of  the  district  superintendents  to  be  in  charge  of  the 
evening  schools.  The  day  industrial  classes  are  thus  directed  by 
the  associate  superintendent  in  charge  of  vocational  activities 
while  the  evening  trade  classes  are  directed  by  the  district  super- 
intendent assigned  to  this  work  by  the  city  superintendent  of 
schools. 

Supervision  op  Industrial  Classes 

The  direction  of  the  day  vocational  schools  is  only  a  small 
part  of  the  work  required  of  the  associate  city  superintendent  in 
charge  of  vocational  activities.  Likewise,  the  evening  trade 
schools,  registering  as  they  do  less  than  one-tenth  of  the  total 
number  enrolled  in  the  evening  schools,  are  far  from  being  the 
most  important  part  of  the  evening  school  work.  In  selecting 
men  to  serve  as  associate  superintendents  and  as  district  superin- 
tendents, the  Board  of  Education  apparently  chose  men  whose 
training  and  experience  was  such  as  to  fit  them  for  the  larger 
duties  they  were  to  perform.  The  result  is  that  there  is  no  one 
in  charge  of  the  industrial  work  in  either  the  day  schools,  the 
evening  trade  schools,  co-operative  or  part-time  classes,  who  by 
training  or  experience  can  be  said  to  be  a  specialist  in  the  field  of 
industrial  education. 

Day  Vocational  Schools:  The  chart  on  page  30  represents 
certain  significant  data  in  regard  to  the  teaching  organization, 
•courses  of  study,  enrollment  and  equipment  in  the  day  vocational 
schools.  This  would  seem  to  bring  out  a  certain  want  of  unity  in 
the  policies  governing  the  work  of  these  schools  together  with  the 
absence  of  certain  elements  generally  considered  essential  to 
efficient  school  management.  Some  of  the  situations  that  appear 
are  as  follows: 


Adtninistration  26 

1.  In  the  Manhattan  Trade  School,  the  Murray  Hill  and  the 
Brooklyn  Vocational  Schools  the  teachers  of  academic  subjects  are 
teachers  who  were  receiving;  tlie  niaxiuiuni  .salary  in  tlie  elemen- 
tary school  and  were  given  $200  additional  salary  when  they  were 
transferred  to  teach  in  the  vocational  school.  Ever  since  its 
organization  in  1909  the  teachers  of  academic  subjects  in  the  Boys' 
Vocational  School  have  been  chosen  from  the  list  of  substitute 
teachers  awaiting  appointment  to  permanent  positions  in  the  ele- 
mentary schools  and  have  been  paid  the  salary  of  substitute 
teachers. 

2.  Except  in  the  Boys'  Vocational  School,  the  academic 
teachers  have  a  five-hour  day  and  a  year  of  ten  months,  while  the 
trade  teachers  have  a  seven-hour  day  and  a  school  year  of  eleven 
months.  In  the  Boys'  Vocational  School  the  academic  teachers 
as  well  as  the  trade  teachers  are  employed  for  seven  hours  a  day 
for  a  school  year  of  eleven  mouths. 

3.  In  the  Murray  Hill  and  the  Brooklyn  Vocational  Schools 
for  boys,  the  trade  teachers  are  selected  from  the  substitute  list 
and  paid  the  salary  of  substitute  teachers.  This  has  been  true 
since  these  schools  have  been  organized.  The  salary  of  substitute 
teachers  is  about  half  the  schedule  for  regular  trade  teachers  and 
less  than  half  the  salary  paid  the  teachers  of  academic  subjects 
who  teach  but  five  hours  a  day.  The  Manhattan  Trade  School  for 
Girls  also  uses  substitutes  for  the  teaching  of  trade  subjects  and 
pays  the  teachers  of  academic  subjects  from  two  to  three  times 
as  much  as  is  paid  to  the  teachers  of  trade  subjects.  The  Boys' 
Vocational  School,  on  the  contrary,  has  a  majority  of  its  trade 
teachers  on  the  regular  salary  schedule  and  uses  substitute  teach- 
ers for  the  academic  subjects. 

4.  In  the  Boys'  Vocational  School  and  the  Manhattan  Trade 
School  the  trade  classes  and  the  academic  classes  are  about  the 
same  size.  In  the  Murray  Hill  and  Brooklyn  schools  the  classes 
in  the  academic  subjects  average  twice  as  large  as  the  trade 
classes.  In  these  two  schools  the  large  academic  classes  were 
made  up  of  groups  from  different  trades  and  different  semesters 
which  made  it  practically  impossible  to  secure  correlation 
between  the  academic  and  trade  instruction. 

5.  The  poor  quarters,  inferior  equipment  and  overcrowded 
classes  of  the  Murray  Hill  and  Brooklyn  Schools  possibly  are 
the  reasons  why  the  shop  work  in  these  two  schools  consists 
mainly  of  exercises.  All  of  the  shop  work  in  the  Manhattan 
Trade  School  is  commercial  in  character.     In  the  Boys'  Voca- 


26  .     .      :  Industrial  Education  Survey 

tional  School  the  printing  is  a  commercial  product,  as  is  also 
some  of  the  work  in  the  sheet  metal  and  woodworking  shops. 

The  Part-Time  Industrial  Classes  and  the  Industrial  Co-opera- 
tive Classes:  The  part-time  industrial  classes  have  not  been 
organized  for  a  sufficient  length  of  time  for  them  to  be  out  of  the 
probationary  stage.  The  courses  of  study  are  in  the  process  of 
formation  and  so  show  all  the  strength  and  weakness  incident  to 
the  beginning  of  any  new  form  of  school  activity.  In  some  plants 
there  was  a  very  close  correlation  between  the  classroom  instruc- 
tion and  the  shop  work  of  the  boys  attending  these  classes.  In 
others  the  instruction  was  general  in  character  and  no  correla- 
tion existed  between  the  two. 

The  energies  of  the  coordinators  in  the  co-operative  classes 
seem  to  have  been  devoted  to  securing  new  firms  with  which  to 
co-operate  and  new  pupils  to  take  the  places  in  these  classes  of 
those  boys  and  girls  who  were  leaving  the  course.  As  a  conse- 
quence little  time  was  left  for  the  coordinators  in  which  they 
could  supervise  the  character  of  the  instruction  offered  in  the 
schools.  As  in  the  case  of  the  part-time  industrial  classes  there 
were  conspicuous  instances  where  the  classroom  instruction  was 
tied  closely  to  the  shop  work  of  the  pupil,  but  when  such  was  the 
case  it  seemed  due  more  to  the  superior  ability,  interest  and 
energy  of  the  classroom  teacher  than  because  of  any  supervision 
which  the  teacher  had  received. 

The  attitude  of  the  associate  superintendent  in  charge  of  the 
day  vocational  schools,  co-operative  and  part-time  industrial 
classes  toward  the  work  of  supervision  is  indicated  by  the 
answers  to  a  questionnaire  submitted  to  him. 

Ques.  Do  you  feel  that  supervisors  should  be  provided 
for  each  of  the  principal  trade  subjects  taught  in  the  voca- 
tioniil  schools  or  can  the  work  be  supervised  successfully  by 
the  principal? 

Ans.  No.  Principals  possess  the  requisite  technical 
knowledge  for  the  successful  supervision  of  trade  subjects. 
Qualifications  for  principals  include  practical  experience  in 
the  trades. 

Ques.  Are  conferences  held  between  the  teachers  of  like 
trade  subjects  in  the  different  vocational  schools? 

Ans.    No.    The  organizations  are  different. 


Administration  |/     c  *'    ^      ,/'   V/    <"?  ^}  /^  27 

(?Mes.  What  can  this  committee  recommend  that  will  be 
most  helpful  to  the  advancement  of  industrial  education  in 
New  York  City? 

Ans.  The  greatest  service  your  committee  can  render  is 
to  recommend  the  establishment  of  a  vocational  bureau  along 
the  following  lines:  (a)  Superintendent  of  Vocational  and 
Industrial  Education,  (b)  Technical  Director,  (c)  Chief 
Mechanician,  (d)  Draftsman  and  Statistician,  (e)  Clerk  and 
Stenographer. 

(a)  The  Superintendent  of  Vocational  and  Industrial 
Education  should  be  a  broad-minded,  sympathetic  executive, 
and  possess  a  thorough  knowledge  of  local  school  problems. 
He  should  have  full  power  to  carry  out  the  policies  of  the 
Board  of  Education  unhampered  and  unrestrained  by  details. 

(b)  The  Technical  Director  should  relieve  the  Superin- 
tendent of  all  technical  work.  He  should  be  held  responsible 
for  the  equipment,  installation  and  maintenance  of  the  ma- 
chines, tools,  and  apparatus  necessary  for  instruction  pur- 
poses; supervise  shop  and  academic  instruction;  assist  prin- 
cipals and  teachers  in  their  work  by  holding  conferences,  etc. ; 
suggest  and  lay  out  courses  of  study  for  new  work,  or  modi- 
fications of  old  ones  when  necessary;  plan  enlargements; 
standardize  equipments;  scrutinize  and  approve  requisitions; 
secure  necessary  data  for  statistical  purposes,  and  undertake 
the  solution  of  the  thousand  and  one  problems  of  a  technical 
character  which  present  themselves  daily  in  every  great 
undertaking.  He  should  be  a  man  who  has  received  the 
training  of  an  engineer,  and  who,  in  addition,  has  had  con- 
siderable practical  experience  in  teaching  trade  subjects. 
He  should  bear  to  the  Superintendent  the  same  relation  that 
the  chief  engineer  bears  to  the  president  of  a  railroad. 

(c)  The  Chief  Mechanician  should  be  under  the  direct 
supervision  of  the  Technical  Director.  It  should  be  his  duty 
to  repair  all  machinery  and  apparatus  used  for  instruction 
purposes;  keep  all  installation  at  their  highest  efficiency. 
He  should  assist  the  Technical  Director  in  his  work.  One 
of  his  functions  should  be  experimental  work  for  the  purpose 
of  determining  the  feasibility  from  the  standpoint  of  time, 
expense,  and  its  effects  on  the  pupils  of  manufacturing  mate- 
rial for  use  of  the  Bureau  of  Supplies,  and  other  city  depart- 
ments. It  is  evident  that  he  should  be  a  thoroughly  com- 
petent mechani.c. 

(d)  The  Draftsman  and  Statistician  should  look  after 
layouts  required  for  new  equipments;  collate  and  put  into 
presentable  form  various  statistics  required  for  various  re- 
ports; take  charge  of  a  well-organized  card  system  covering 
every   phase  of  the  work,   including   equipment,   supplies, 


28  Industrial  Education  Survey 

repairs,  efficiency  tests,  courses  of  study,  vacancies,  substi- 
tutes, applications,  assignments,  conferences,  reports,  trade 
catalogs,  quotations,  drawings  and  tracings,  blue  prints,  etc. 

(e)     Clerk  and  Stenographer.     The  purposes  for  which 
the  incumbents  of  these  positions  are  desired  are  self-evident. 

Evening  Trade  Schools:  The  supervision  of  the  evening  trade 
classes  is  left  almost  entirely  to  the  principal  of  the  school.  A 
fuel  engineer  from  the  department  of  supplies  is  assigned  as 
supervisor  of  trade  classes  and  trade  equipment.  This  lack  of 
central  supervision  is  shown  in  the  content  of  such  courses  of 
study  as  have  been  prepared ;  the  varied  standards  for  the  admis- 
sion of  pupils  to  trade  classes;  the  different  kinds  of  instruction 
offered  in  classes  having  the  same  titles;  the  facilities  provided 
in  the  way  of  equipment  and  supplies;  and  the  lack  of  co-opera- 
tion between  the  schools  and  the  employers'  associations  and  the 
unions  most  vitally  interested  in  the  subject  in  which  instruction 
is  offered.  Some  of  the  results  of  this  lack  of  supervision  might 
be  listed  as  follows: 

1.  The  courses  of  study  in  any  trade  subject,  being  the  work 
of  the  individual  instructor,  showed  as  great  a  variation  in  their 
character  and  content  as  is  shown  in  the  teaching  of  the  subject. 
Because  practically  every  plumber  who  attends  the  evening  school 
does  so  in  order  that  he  may  learn  to  wipe  lead  joints,  the  courses 
of  study  and  the  instruction  in  this  subject  are  very  similar  in 
all  schools.  The  mechanical  drawing  classes,  for  example,  com- 
posed of  pupils  representing  many  different  industries  and  occu- 
pations, are  widely  different  not  only  for  different  schools  but 
also  for  the  pupils  of  the  same  trade  group,  such  as  machinists, 
in  the  same  school. 

2.  The  rules  of  the  Board  of  Education  require  that  the 
attendance  in  evening  school  classes  be  limited  to  workers  in  the 
trade  or  branch  of  the  trade.  The  liberal  interpretation  of  the 
word  ^'branch"  on  the  part  of  some  of  the  principals  of  the  evening 
trade  schools  produced  groups  having  representatives  of  as  many 
as  a  dozen  different  occupations  in  the  same  class. 

3.  A  course  in  mechanical  drawing  might,  as  in  one  school, 
be  copying  drawings  from  blue  prints  or  books,  or  it  might  be 
blue  print  reading  for  machinists,  or  structural  steel  designing; 
shop  mathematics  might  be  either  general  arithmetic  taught  to 
mixed  groups  from  a  so-called  vocational  arithmetic,  or  it  might 
be  a  carefully  worked  out  and  graded  series  of  problems  based 
upon  some  one  occupation. 


Administration  29 

4.  Those  evening  trade  schools  that  are  located  in  day  schools 
having  superior  facilities  for  trade  instruction  have  this  same 
equipment  for  the  use  of  the  evening  school  classes.  On  the  other 
hand,  there  are  trade  classes  where  the  teachers  must  furnish 
all  of  the  equipment  and  supplies  that  are  used  by  the  pupils. 

5.  Little  attempt  has  been  made  to  secure  the  co-operation  of 
employers'  associations  and  unions  in  the  work  of  the  evening 
trade  classes  for  the  city  as  a  whole.  Such  co-operation  as  has 
been  secured  has  been  the  work  of  individual  principals  and 
confined  to  the  trades  where  all  of  the  trade  instruction  is  cen- 
tered in  one  school.  In  the  important  trade  groups,  such  as 
machine  shop  practice,  printing,  plumbing  and  electrical  work 
that  are  taught  in  several  schools,  there  was  no  evidence  that 
either  the  employers'  associations  or  the  unions  had  been  an 
important  factor  in  determining  the  course  of  study,  the  entrance 
requirements  or  the  character  of  the  instruction  offered. 

The  district  superintendent  in  charge  of  evening  schools  sub- 
mitted the  following  replies  to  the  questions  concerning  adminis- 
tration submitted  to  him : 

Ques.  Do  you  hold  regular  meetings  with  the  principals 
of  the  evening  trade  schools? 

Ans.  During  the  first  year  of  my  administration  I  en- 
deavored to  hold  regular  meetings  with  all  the  principals. 
I  found  it  did  not  pay.  It  was  too  great  a  task  on  the 
principals  and  the  results  were  better  served  (a)  by  personal 
interviews  on  my  visits  specifically  and  (b)  through  circu- 
larization  generally. 

Ques.  Do  you  hold  general  meetings  of  evening  school 
teachers  of  trade  subjects? 

Ans.    I  do  not. 

Ques.  Have  you  ever  arranged  to  have  all  the  teachers 
of  any  one  trade  come  together  to  work  out  courses  of  study 
and  a  general  method  of  work? 

A71S.    Each  principal  is  supposed  to  call  together  and 
in  fact  does  call  together  at  more  or  less  frequent  intervals 
all  the  teachers  of  one  trade  to  work  out  with  him  courses 
•     of  study  and  general  method  of  work. 

Ques.  What  provision  has  been  made  for  the  special 
supervision  of  the  teaching  of  each  of  the  different  trades 
taught  in  the  evening  trade  schools? 

Ans.  The  Board  of  Education  has  assigned  Mr.  John  R. 
Cave  as  Supervisor  of  Trade  Classes  and  Trade  Equipment. 


30 


Industrial  Education  Survey 


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Administration  31 

He  observes  and  inspects  various  kinds  of  trade  classes  and 
makes  report  to  me.  The  general  supervision,  however,  of 
the  trade  classes  is  left  to  the  principal,  who  is  a  selected 
expert  and  presumably  competent  to  supervise  the  work. 

Ques.  In  your  opinion  what  provision  should  be  made 
for  the  supervision  of  the  evening  trade  classes? 

Ans.  At  present  I  am  satisfied  with  the  amount  of  super- 
vision that  we  have.  Later  I  should  like  supervisors  repre- 
senting various  general  trades  to  work  each  a  certain  number 
of  evenings  in  supervision.  By  general  trades  I  mean  one 
printing  expert  who  would  examine  into  all  the  classes  that 
have  anything  to  do  with  that  trade. 

Advisory  Board:  An  advisory  board  was  appointed  for  the 
City  of  New  York  in  November,  1915.  Up  to  the  present  time  the 
board  has  been  consulted  to  a  certain  extent  in  regard  to  the 
selection  of  equipment  and  some  other  matters,  but  very  few 
questions  have  been  submitted  tO/  them  for  their  consideration 
and  on  the  whole  the  committee  has  had  little  influence  in  direct- 
ing the  policy  of  industrial  education  in  the  city. 

Summary:  The  conditions  herein  outlined  concerning  the 
administration  of  vocational  and  industrial  schools  indicate  a 
situation  of  divided  responsibility  and  one  that  is  lacking  in 
expert  control  and  adequate  supervision.  The  lack  of  centralized 
responsibility  makes  it  almost  impossible  to  deal  with  the  problem 
as  a  whole  and  the  fact  that  no  provision  is  made  for  the  super- 
vision and  direction  of  the  various  divisions  of  day  vocational 
schools,  evening  trade  schools  and  part-time  and  co-operative 
classes  by  persons  of  special  training  and  experience  prevents 
assurance  either  of  unity  in  the  organization  and  methods  of  such 
divisions  or  of  full  efficiency  in  the  work  of  the  teaching  units. 
It  is  evident  also  that  the  present  arrangement  of  one  advisory 
trade  board  reporting  to  the  Board  of  Education  has  not  in  prac- 
tice proven  an  effective  plan  to  develop  a  real  influence  on  the  part 
of  employers  and  employees  on  the  conduct  of  industrial  educa- 
tion. It  would  seem  that  much  more  specific  definition  of  powers 
and  much  more  intimate  representation  of  the  various  trade 
interests  concerned  in  industrial  school  work  are  essential  to 
make  this  influence  effective. 


RECOMMENDATIONS    OF    THE    ADVISORY    COMMITTEE 
ON  THE  ADMINISTRATION  OF  INDUSTRIAL  EDUCA- 
TION IN  THE  NEW  YORK  CITY  SCHOOLS. 

The  value  of  the  work  done  by  the  Board  of  Education  of  New 
York  City  in  the  field  of  industrial  education  will  largely  depend 
on  the  form  of  organization  that  is  adopted  for  conducting  it. 
The  work  of  the  survey  has  convinced  those  engaged  in  its  studies 
that  this  new  line  of  work  cannot  be  largely  successful  unless  it 
is  organized  on  a  plan  providing  for  efficient  administration  and 
future  expansion  to  a  degree  not  possible  under  the  conditions 
that  now  obtain  in  the  administration  of  the  work. 

Essentials  of  Good  Administration:  The  essential  basis  for 
the  efficient  administration  of  any  extensive  co-operative  activity 
may  be  summed  up  in  the  three  words,  "organize,  deputize,  super- 
vise." It  is  as  true  in  the  administration  of  industrial  education 
as  in  almost  every  other  sort  of  collective  effort  that  the  efficiency 
of  the  work  and  the  character  of  the  results  are  largely  deter- 
mined by  the  leadership  that  directs  the  project.  In  order  to 
attain  such  efficiency  the  government  of  the  system  must  depend 
on  organized  direction  rather  than  on  personal  preference  or 
individual  control.  It  must  be  an  organization  in  which  each 
man  contributes  his  share  to  effective  team  work  by  having  a 
clear  understanding  of  the  scope  of  his  own  duties  and  of  his 
relationship  to  the  man  above,  the  one  at  his  side,  and  the  man 
below. 

Authority  and  Responsihility :  In  a  scientific  organization 
responsibility  must  be  definite,  not  vague;  authority  must  be 
concentrated,  not  scattered.  Powers  and  duties  must  be  so 
allotted  that  no  man  in  the  organization  will  be  responsible  to 
two  superiors.  The  lines  of  authority  and  responsibility  must 
always  be  through  the  officers  charged  with  varying  degrees  of 
power  and  duty  and  never  over,  under,  or  around  them.  This 
means  that  the  lines  of  authority  must  be  the  same  as  the  lines  of 
responsibility.  '         ^ 

The  Pyramid  Type  of  Scientific  Organization:  There  is  a  form 
of  organization  which  possesses  the  desirable  characteristics  that 

32 


Administration  33 

have  just  been  described.  It  may  well  be  termed  the  "pyramid 
form  of  seientifie  organization."  It  has  been  developed  through 
centuries  of  human  experience  until  it  is  now  the  generally 
accepted  form  of  control  in  armies  and  on  ships.  It  is  a  form  of 
organization  consisting  of  a  series  of  groups  of  workers  so 
arranged  in, a  well-ordered  system  that  each  group  has  a  leader 
who  in  turn  belongs  to  a  group  of  other  leaders  of  equal  status, 
all  looking  to  a  still  superior  leader  for  guidance.  It  is  a  form 
of  organization  by  systematic  classification  and  combination  of 
graded  groups. 

At  the  base  of  the  pyramid  are  the  private  soldiers,  the  com- 
mon sailors,  or  the  classroom  teachers,  as  the  case  may  be.  These 
are  responsible  to  under-oiiicers  or  heads  of  departments,  who  in 
turn  look  to  their  lieutenants,  mates,  or  principals  for  guidance. 
These  are  under  the  direction  of  still  higher  officers  such  as 
captains,  masters!  and  directors  until  by  similar  progressive 
graduations  the  ultimate  authority  and  responsibility  is  lodged 
in  the  general,  the  admiral  or  the  superintendent. 

If  such  an  organization  is  carefully  worked  out  along  valid 
lines,  each  man  in  it  will  have  clearly  defined  ideas  of  his  duties, 
his  responsibilities,  and  his  powers.  He  and  his  co-workers  will 
substitute  choice  for  chance  and  compel  chaos  to  give  way  to 
CO  ordination. 

The  Organization  of  Industrial  Education  in  JVcw  York  City: 
A  scheme  is  herein  proposed  for  organizing  industrial  education 
in  the  City  of  New  York  on  the  plan  described.  It  is  graphically 
presented  in  three  accompanying  charts.  Chart  1  (p.  34)  shows 
the  outlines  of  the  system.  At  the  top  of  the  chart  and  the  top  of 
the  system  is  the  Board  of  Education.  Deriving  his  powers  from 
the  board  is  the  executive  officer,  the  city  superintendent.  Below 
the  cijty  superintendent  are  the  eight  associate  superintendents, 
one  of  whom  is  charged  with  the  duty  of  administering  vocational 
education  in  the  city.  This  official  exercises  leadership  over  the 
three  great  divisions  of  vocational  education,  viz.,  commercial 
education,  industrial  education,  and  home  economics. 

Ideally  this  officer  should  be  a  person  of  extended  experience 
and  proven  ability  in  the  field  of  vocational  education,  and  it 
would  seem  desirable  in  filling  future  vacancies  in  the  board  of 
superintendents  that  endeavor  be  made  to  secure  such  a  person 
for  the  duties  of  this  position.  Until  this  can  be  accomplishe'd  it 
may  be  well  to  appoint  an  assistant  to  the  associate  superin- 


34 


Industrial  Education  Survey 


o 

o 


"i 


51 


85 


si 

85 


ill? 


6 

35 
IS 


-■as 


as3 


s2S 

111 


Administration  35 

tendent  designated  for  this  work,  who  possesses  the  above  quali- 
fications and  to  whom  could  be  delegated  the  actual  supervision 
and  direction  of  vocational  education. 

In  a  complete  scheme  for  vocational  education  there  would 
bo  a  separate  diagram  showing  in  detail  the  organization  of  each 
of  the  above  three  main  branches.  For  the  purposes  of  the  present 
rcjxn-t  only  one  of  these  lias  been  developed.  Chart  2  (p.  :U>) 
shows  the  organization  plan  for  industrial  education.  It  will 
be  noted  that  the  different  officials  are  designated  according  to 
the  office  that  they  hold.  The  line  of  authority  and  responsibility 
runs  directly  and  without  break  from  the  board  to  the  city  super- 
intendent in  charge  of  vocational  education.  Subordinate  to  this 
general  director  there  are  three  assistant  directors  in  charge 
respectively  of  'day  vocational  schools,  evening  trade  work,  and 
part-time  industrial  work. 

The  whole  system  of  day  vocational  schools  is  organized  under 
the  authority  of  the  first  of  these  three  assistant  directors.  Imme- 
diately subordinate  to  him  are  the  principals  of  the  several  day 
vocational  schools.  Under  each  principal  is  a  number  of  heads  of 
departments  within  his  school,  and  finally  below  these  depart- 
ment heads  are  the  teachers  of  the  different  subjects.  In  the 
chart  each  of  these  grades  is  shown  as  a  single  unit,  but  in  reality 
each  one  below  the  grade  of  assistant  director  is  multiplied 
several  times  or  as  many  times  as  the  number  of  schools  may 
require. 

A  similar  organization  is  found  under  the  assistant  director  of 
evening  trade  work.  Here  there  are  principals  of  evening  trade 
schools,  elementary  trade  schools,  and  high  trade  schools.  There 
might  be  department  heads  subsidiary  to  these  officials  if  the 
development  of  the  work  required  it,  but  the  chart  is  drawn  in 
conformity  with  present  conditions  with  the  lines  of  responsibility 
running  down  directly  to  the  shop  and  classroom  teachers. 

A  similar  plan  would  fit  the  case  of  the  organization  of  the 
co-operative  and  part-time  work.  There  is  one  assistant  director 
in  charge.  In  this  case  there  are  no  principals  of  schools  since 
the  work  is  organized  by  classes  and  the  lines  fall  directly  to 
the  co-ordinators  and  the  teachers.  In  the  case  of  the  part-time 
classes  and  the  permit  classes  the  position  corresponding  to  that 
of  coordinator  has  been  indicated  by  dotted  lines  so  as  to  show 
that  the  position  of  supervisor  might  be  created  as  the  future 
needs  may  demand  but  that  it  is  not  as  yet  necessary. 


36 


Industrial  Education  Survey 


CHART  2 

ORGANIZATION   CHART   FOR  ADMINISTRATION   OF   INDUSTRIAL 

EDUCATION  IN  THE  CITY  OF  NEW  YORK 

(ADVISORY  COMMITTEE) 


1  Trado  Mv;»ory  CoisUteo  L 
P            on  Cpjpflntry             1 

1  Tied,  Uvlipry  CauUiM  "l 
1         cn^nW  Sork           t 

•1 

H 

-r - 

1  Trija  Mvl»3ry  CcmlttM  1 
1       en  ElacinciaTrork        |- 

T'^^'teSiir"'"!-' 

■a 

1 

ItaUtant 


thy  'ocitlaaJ 


tO^ytnant 


PrlrclpaJ 
TrsJB  Scticol 


.«a3  Pari  Tine 
Titmrlal  lot 


Tr\l«  »>i;ol 


in... 

?antl 


y-^ 


^/ 


f  /    ■•  -  V-   ••'  /  -     /  ' 

AdminUtratiou  v     '   '•     .  •      ** — '     -  ■  37 

Non-Vocational  Industrial  Work:  Chart  3  (p.  38)  relates  to 
what  may  be  termed  "^."ou-vocational  industrial  work."  This  con- 
sists of  manual  training  and  of  the  shop  work  in  the  schools 
organized  on  the  Ettinger  and  Gary  plans.  These  forms  of  indus- 
trial work  are  not  truly  vocational  because  they  do  not  have  for 
their  controlling  principle  the  direct  preparation  of  the  pupils  for 
money-earning  occupations.  Their  work  is  general  in  character. 
It  has  for  its  object  the  making  of  a  contribution  to  the  all-round 
education  of  the  boys  and  girls.  This  distinction  as  to  the  essen- 
tial character  of  the  work  is  one  of  the  reasons  for  showing  the 
organization  in  a  separate  chart. 

There  is  in  addition  a  second  reason  and  this  is  to  be  found 
in  the  difference  between  the  kind  of  control  exercised  over  the 
trade  schools  and  classes  entering  into  Chart  2  and  that  exercised 
over  the  work  of  the  non-vocational  industrial  classes  shown  in 
Chart  3.  In  the  former  case  the  trade  schools  involved  are  en- 
tirely under  the  jurisdiction  of  the  different  officials  appearing  in 
the  chart  and  hence  their  powers  are  those  of  direction  and  con- 
trol. In  the  case  of  the  non-vocational  classes  appearing  in  Chart 
3  the  different  officials  exercise  powers  of  supervision  and  advice 
but  not  direction  and  control. 

Since  the  work  of  these  classes  contributes  to  general  educa- 
tion rather  than  to  strictly  vocational  education,  and  since  the 
function  of  the  different  officials  is  supervisory  rather  than  direc- 
tive, it  has  been  deemed  wise  to  make  a  separate  chart  and  to 
indicate  the  line  of  authority  and  responsibility  as  running  up  to 
the  associate  superintendent  in  charge  of  elementary  education 
rather  than  to  the  associate  superintendent  in  charge  of  voca- 
tional education. 

It  must  be  recognized,  however,  that  for  reasons  of  immediate 
efficiency  and  convenience  of  administration  it  might  be  found 
advisable  to  place  the  manual  training  classes  and  the  shop  work 
in  the  schools  run  on  the  Ettinger  and  Gary  plans  under  the 
same  general  direction  as  that  controlling  the  strictly  vocational 
industrial  schools.  In  this  case  Chart  3  would  be  added  to  the 
right-hand  end  of  Chart  2  as  an  extension,  and  all  of  this  work 
would  be  made  subsidiary  to  the  associate  superintendent  in 
charge  of  vocational  education. 

In  order  to  insure  the  essential  co-operation  of  the  trades  and 
industries  in  the  administration  of  industrial  education  it  ia 
further  recommended  that  advisory  committees  consisting  of  em- 
ployers and  employees  be  appointed  by  the  Board  of  Education 


38 


Industrial  Education  Survey 


CHART  3 

ORGANIZATION  CHART  FOR  NON-VOCATIONAL  INDUSTRIAL 

EDUCATION  IN  THE  CITY  OF  NEW  YORK 

(ADVISORY  COMMITTEE) 


'Janua).  Training 


In  CLor-o  of 
Daxantaxy  Uucatlcn 


Aislatant  DlrKtor 

of 
Prffvocatlonal  "ork 


tttlnier  Sonool* 


SuFerrlaor  at 

aoc  Hoil  lo 

Guy  riaa  Scncolt 


Administration  39 

for  each  of  the  trades  of  printing,  carpentry,  machine  work  and 
electrical  work.  The  functions  of  such  committees  cannot  legally 
be  those  of  control  or  veto.  It  is  clear,  however,  that  if  they  are 
accorded  specific  advisory  powers  and  definite  provision  be  made 
for  the  consideration  of  their  recommendations  the  way  will  be 
opened  for  the  exertion  of  a  very  real  and  important  influence 
on  their  part.  The  relations  of  such  advisory  committees  should 
be  with  the  officer  in  charge  of  vocational  education  and  this 
officer  should  be  instructed,  before  action  is  taken  upon  such 
matters,  to  invite  the  recommendations  of  the  committees  as  to 
the  establishment  of  new  industrial  schools  and  classes ;  the  selec- 
tion of  equipment;  the  content  and  length  of  courses  of  study; 
the  requirements  for  graduation  and  certification;  the  number 
of  pupils  admitted  to  day  vocational  schools. 

(Signed)     Leonard  P.  Atbbs, 
C.  A.  Prossbe, 
David  Sneddbn. 


LICENSING    AND   EMPLOYMENT   OF   TEACHERS 
Board  op  Examiners 

As  has  been  previously  noted  both  by  provisions  in  the  charter 
and  in  the  new  education  law  a  board  of  examiners  is  designated 
for  the  City  of  New  York.  It  is  the  duty  of  this  board  to  hold 
examinations  whenever  necessary,  to  examine  all  applicants  who 
are  required  to  be  licensed  or  to  have  their  names  placed  upon 
eligible  lists  for  appointment  in  the  schools  in  such  city,  except 
examiners,  and  to  prepare  all  necessary  eligible  lists.  The  board 
may  employ  temporary  assistants  at  a  compensation  fixed  by  the 
board  of  education. 

Under  the  above  positions  the  board  of  examiners  is  granted 
the  power  of  selecting  all  of  the  teachers  for  the  public  schools 
of  the  City  of  New  York.  The  table  given  below  shows  that  the 
number  of  examinations  given  to  those  desiring  to  teach  in  voca- 
tional and  pre-vocational  schools  was  very  small  compared  to  the 
total  number  of  examinations  given  by  the  board.  The  require- 
ments for  pre-vocational  shop  teachers  are  the  same  as  those  for 
vocational  shop  teachers. 

TABLE  SHOWING  THE  TOTAL  NUMBER  OF  LICENSES  GRANTED 

AND  REFUSED  DURING  THE  YEARS  1914,  1915  AND  1916  AND 

THE  NUMBER  OF  LICENSES  GRANTED  AND  REFUSED 

TO   TEACHERS    IN   VOCATIONAL    SCHOOLS. 

1914  1915  1916 

S        "S  '^ 

O  «  H 

Exams,    given ...  14,232  6,258  20,490 
Teachers  in  Voca- 
tional  Schools..  3  14  6         5         11        139       512       651 

To  examine  over  21,000  people  in  a  year  intensively  and  exten- 
sively is  a  task  so  great  that  it  is  impossible  for  an  outsider  to 
comprehend  its  magnitude.  In  order  that  the  board  of  examiners 
might  supply  the  best  type  of  teachers,  "keeping  out  as  many  as 
possible  of  the  relatively  unfit  and  as  few  as  possible  of  the  rela- 
tively  fit,"   the   board   is   organized   into   30   committees,   each 

41 


Granted 

Refused 
Total 

Granted 

Refused 
Total 

14,768  6,248  21,016 

9,270  3,389  12,559 

42  Industrial  Education  Purvey 

committee  representing  a  different  type  of  license.  The  chair- 
manship of  the  several  committees  passes  in  rotation  each  year 
from  one  examiner  to  another,  so  that  each  member  of  the  board 
influences  each  phase  of  the  work  of  the  school  system.  The  only 
part  of  the  work  of  the  board  that  is  described  in  this  report  is 
that  dealing  with  the  examination  of  the  teachers  of  industrial 
subjects. 

Requirements  for  EUgiMUty  for  Vocational  Licenses:  The 
requirements  for  eligibility  for  vocational  licenses  have  been  deter- 
mined by  the  Board  of  Education  and  incorporated  in  the  by- 
laws. These  requirements,  summarized  below,  give  the  educa- 
tional and  trade  requirements  for  eligibility  for  the  various  grades 
of  licenses: 

1.  To  be  eligible  for  a  license  as  a  principal  of  a  vocational 
or  trade  school,  the  applicant  must  have  one  of  the  following 
qualifications : — 

"(a)  Graduation  from  a  college  or  university  recognized  by  the 
Regents  of  the  University  of  the  State  of  New  York,  together  with 
ten  years'  satisfactory  experience  in  the  practice  of  a  trade  and 
in  teaching  or  supervision,  provided  that  no  less  than  two  years 
of  such  ten  years'  experience  shall  have  been  in  the  practice  of 
a  trade. 

"(b)  Graduation  from  a  college  or  university  recognized  by  the 
Regents  of  the  University  of  the  State  of  New  York,  together 
with  ten  years'  satisfactory  experience  in  teaching  or  supervision, 
provided  that  not  less  than  two  years  of  such  experience  shall 
nave  been  in  teaching,  supervision  or  investigation  in  vocational 
education." 

2.  A  substitute  teacher  of  a  vocational  or  trade  subject  in 
a  vocational  school  for  boys  must  have  five  years'  successful  ex- 
perience as  a  journeyman  wage  earner,  or  in  a  higher  position, 
and  a  general  education  satisfactory  to  the  board  of  examiners. 

3.  A  regular  teacher  of  a  vocational  or  trade  subject  in  a  voca- 
tional school  for  boys  must  have  in  addition  to  the  above  require- 
ments a  year's  satisfactory  service  in  teaching  the  same  vocation. 

4.  A  teacher  of  sewing  (both  regular  and  substitute)  must 
have  a  high  school  education  or  its  equivalent,  together  with  the 
completion  of  a  two-year  course  in  domestic  art  in  an  approved 
institution. 

5.  A  substitute  female  feacher-clerk  must  have  had  three 
years'  satisfactory  experience  in  office  work. 

6.  A  substitute  assistant  female  teacher-clerk  must  Have  had 
two  years'  satisfactory  experience  in  office  work. 

7.  A  substitute  trade-order  teacher  must  have  had  three  years' 
satisfactory  experience  in  the  special  branch  of  the  vocation,  the 
substitute  assistant  trade-order  teacher  must  have  had  two  years' 
experience. 


Licensing  of  Teachers  43 

8.  A  substitute  vocational  helper  must  have  completed  one 
years  course  in  a  girls'  vocational  or  trade  school. 

9.  A  placement  and  investigation  teacher  must  have  three 
years'  satisfactory  experience  in  placement  and  industrial  work. 

10.  A  license  as  teacher  in  a  vocational  or  trade  school  shall 
qualify  the  holder  to  teach  his  subject  in  a  vocational  or  trade 
school  or  in  an  evening  trade  school. 

11.  A  supervisor  or  substitute  supervisor  of  continuation 
classes  must  have  a  high  school  education  and  five  years'  experi- 
ence in  teaching  or  three  years'  experience  in  fornmercial  or  tech- 
nical occupations,  together  with  two  years'  experience  in  teaching. 

Frequency  of  Examinations :  When  new  positions  are  created 
by  the  board  of  superintendents  or  when  vacancies  occur  the 
board  of  examiners  are  notified  and  eligible  lists  are  prepared 
from  which  to  select  teachers  to  fill  the  positions.  The  claim  is 
made  by  members  of  the  board  of  examiners  that  it  has  not 
been  possible  for  them  to  ascertain  sufficiently  far  in  advance  the 
needs  of  the  vocational  schools. 

The  vocational  lists  are  good  for  three  years.  They  are  re- 
newed except  where  something  unsatisfactory  appears  in  the 
record  of  the  candidate  during  the  first  three  years.  The  license 
of  a  man  who  has  an  unsatisfactory  record  as  a  substitute  during 
the  first  three  years  may  not  be  renewed. 

How  Examinations  are  Advertised :  The  vocational  examina- 
tions are  advertised  as  follows: 

1.  Copies  of  the  circulars  announcing  the  vocational  examina- 
tions are  sent  to  the  New  York  daily  newspapers.  One  news- 
paper publishes  the  circulars  in  full  and  several  other  papers 
publish  a  synopsis  of  the  announcement. 

2.  The  circulars  are  sent  to  all  the  institutions  east  of  the 
Mississippi  River  that  train  men  for  vocational  work.  These  in- 
stitutions include  technical  institutions  such  as  the  Sheffield 
School,  Massachusetts  Institute  of  Technology,  Stevens  Insti- 
tute, etc. 

3.  The  announcements  are  sent  to  the  headquarters  of  the 
trades  unions  in  the  respective  branches  covered  by  the  examina- 
tions. The  list  used  for  this  purpose  is  found  in  the  Eagle 
Almanac. 

4.  The  circulars  are  sent  to  the  superintendents  of  schools  in 
the  large  cities  east  of  the  Mississippi  River. 

Order  of  Examinations :  The  written  examination  is  the  first 
given  to  a  candidate  for  a  regular  license  to  teach  in  a  vocational 
school.    If  the  candidate  passes  this  examination  he  is  permitted 


44  Industrial  Education  Survey 

to  take  the  practical  and  oral  examinations  which  are  usually 
given  on  the  same  day.  A  candidate  who  passes  successfully  these 
examinations  is  given  the  physical  examination  and  if  he  passes 
it  his  name  is  placed  on  the  eligible  list. 

Second  Examination:  If  the  candidate  fails  in  either  the  prac- 
tical or  the  oral  examinations  or  both,  he  is,  upon  appeal,  given 
within  a  few  mouths  another  test  before  another  set  of  examiners. 
This  is  true  in  all  examinations  whether  vocational  or  academic. 

Written  Examination:  The  purpose  of  the  written  examina- 
tion is  to  ascertain  whether  the  candidate  is  qualified  to  explain 
in  writing  the  details  of  his  work,  the  methods  of  shop  processes, 
the  operations  of  machines,  etc.,  and  to  show  how  he  would 
present  certain  points  in  lessons.  The  questions  are  intended  to 
be  not  academic  but  practical,  so  that  practical  men  who  speak 
good  English  and  have  a  reasonably  good  command  of  language 
may  pass  the  examination. 

Questions  for  the  written  examination  are  submitted  by  vari- 
ous experts  to  the  board  of  examiners  who  take  these  questions 
and  put  them  in  the  final  form  for  the  examination.  When 
considered  necessary,  outside  help  is  secured  in  determining  the 
questions  to  be  used. 

The  written  examination  counts  20  points  out  of  the  100 
points.  The  passing  mark  is  60%  of  the  20  points  or  12  points. 
This  examination  is  what  might  be  called  a  pass  examination  and 
not  strictly  a  competitive  examination,  the  margin  of  difference 
being  only  eight  points  out  of  100  points  between  the  candidate 
who  passes  the  examination  and  the  one  who  gets  the  maximum 
credit  of  20  points. 

If  a  candidate  fails  on  the  written  examination  he  is  not 
allowed  to  take  the  practical  examination. 

Practical  Examination:  The  second  part  of  the  examination 
of  the  candidate  for  a  vocational  license  is  the  practical  test  to 
determine  the  candidate's  ability  as  a  trade  worker.  Until  about 
six  months  ago  nearly  all  of  the  practical  tests  were  given  in 
the  school  shops.  During  the  past  few  months  the  board  of 
examiners  have  made  an  effort  to  hold  the  practical  examinations 
in  shops  outside  the  school  where  the  equipment  is  typical  of 
commercial  practice.  The  last  examinations  in  printing,  book- 
binding, sheet  metal  and  automobile  repairing  were  held  in  out- 
side shops.    Mr.  O'Connell  of  the  board  of  examiners  has  stated 


Licensing  of  Teachers  45 

that  "no  more  practical  examinations  will  be  held  in  school  shops 
if  we  can  possibly  avoid  it." 

The  practical  tests  are  usually  from  one  hour  and  a  half  to 
three  hours  in  length  and  consist  in  working  out  one  or  two 
practical  problems. 

Oral  Examination:  The  oral  examination  is  usually  held  in 
connection  with  the  practical  test  and  lasts  approximately  from 
fifteen  to  twenty  minutes.  This  examination  is  given  by  one  of 
the  members  of  the  board  of  examiners.  The  i)urpose  of  this 
examination  is  to  eliminate  those  who  are  unfit  because  of  defec- 
tive English,  unsatisfactory  personality  or  inability  to  explain 
simple  matters  about  which  inquiries  might  be  made  by  pupils 
in  the  school.  Set  questions  are  not  asked  in  this  examination. 
A  marking  slip  is  used  and  the  salient  points  of  the  candidate's 
answers  and  the  remarks  of  the  examiner  are  indicated  on  this 
slip. 

Physical  Examination:  A  physical  examination  is  given  by 
one  of  the  regular  physicians  of  the  Board  of  Education  to  deter- 
mine the  candidate's  physical  condition. 

Teaching  Experience:  A  candidate  for  a  regular  license  to 
teach  in  a  vocational  school  must  have  at  least  one  year's  satis- 
factory service  in  teaching  the  vocation  in  which  he  desires  a 
license. 

Passing  Marks:  The  table  below  shows  the  passing  marks  and 
the  weighting  for  the  different  parts  of  the  examination  for 
vocational  teachers: 

TABLE    SHOWING    PASSING    MARKS    FOR    VOCATIONAL    SCHOOL 

EXAMINATIONS. 

Maximum.  Minimum. 

Written  Examination 20  12  (60%) 

Practical  Experience   10  7  (70%) 

Teaching  Experience 20  14  (70%) 

Practical  Test 30  21  (70% ) 

Personality    20  14  (70%) 

Substitute  Licenses:  The  examination  for  a  substitute's  license 
to  teach  shop  work  in  a  day  vocational  school  includes  the  writ- 
ten, oral  and  practical  tests  described  above.  This  examination 
is  less  difficult  than  the  examination  for  a  regular  license  and  is 


•40  Industrial  Education  Survey 

aimed  to  determine  in  a  general  way  a  candidate's  fitness  to 
teach.  A  substitute's  license  is  good  for  one  year,  but  may  be 
renewed  annually  by  the  superintendent  of  schools. 

Evening  Trade  School  Licenses:  An  applicant  for  a  license 
to  teach  a  trade  subject  in  an  evening  school  may  qualify  under 
any  of  the  following  requirements: 

(a)  Graduation  from  an  approved  college  or  university  recog- 
nized by  the  Regents  of  the  University  of  the  State  of  New  York. 

(b)  Eligibility  for  license  as  teacher  in  day  high  school. 

(c)  A  high  school  education  or  its  equivalent,  and  the  comple- 
tion of  a  satisfactory  course  of  at  least  one  year  in  the  special 
subject  or  in  lieu  of  such  course,  two  years'  experience  in  day  or 
evening  schools  teaching  the  special  subject. 

(d)  Four  years'  satisfactory  experience  in  the  practice  of  the 
subject  for  which  the  applicant  seeks  a  license. 

The  examination  for  a  regular  license  to  teach  shop  work 
consists  of  a  written,  practical  and  oral  examination.  The  license 
is  renewable  from  year  to  year  upon  recommendation  of  the  prin- 
cipal of  the  school  and  the  district  superintendent  in  charge  of 
the  school. 

In  case  of  emergency,  substitute  licenses  are  issued  to  candi- 
dates who  meet  the  requirements  described  above. 

Credit  for  Trade  Experience:  A  candidate  who  has  had  a 
longer  trade  training  that  is  required  for  eligibility  to  take  the 
examination  {.i.e,  for  five  years'  experience  in  the  trade)  may  be 
given  a  credit  of  one  year  for  each  three  years'  practical  experi- 
ence up  to  an  allowance  of  three  years.  This  method  has  not 
been  satisfactory  due  to  the  fact  that  it  does  not  sufiQciently  at- 
tract the  experienced  trade  workers.  As  a  result  of  the  above 
condition  the  board  of  examiners  often  make  exceptions  and 
give  allowances  which  will  cause  the  first  year's  salary  to  be 
the  equivalent  of  what  the  men  actually  earn  in  the  trade.  The 
board  are  revising  the  rules  so  as  to  make  the  allowances  for 
outside  training  more  attractive. 

Credit  for  Teaching  Experience:  The  allowance  for  outside 
teaching  experience  is  more  generous  than  for  trade  experience. 
The  board  of  examiners  allow  for  outside  teaching  experience 
in  excess  of  the  year  of  experience  required  for  eligibility,  at  the 
rate  of  one  year  of  credit  for  each  two  years  of  teaching  experi- 
ence up  to  a^  maximum  allowance  of  three  years  for  teaching 
experience  or  trade  experience,  or  both. 


v-/' 


/ 


Licensing  of  Teachers 


47 


Kuinbcr  of  CainlidaUs  EauiniiK.d:  The  table  on  page  -11  pre- 
pared by  the  board  of  examiners  shows  the  number  of  candidates 
examined,  the  nnmber  of  licenses  granted,  the  number  of  candi- 
dates who  failed  and  the  reasons  for  the  failures  of  those  exam- 
ined during  the  year  191G.  The  chart  shows  that  a  large  number, 
512  out  of  G51,  failed  to  pass  the  examination.  The  figures  pre- 
sented would  indicate  that  323  candidates  failed  on  the  written 
examination,  which  is  intended  by  the  board  of  examiners  to  be 
not  aca<kMnie  but  practical  so  that  practical  men  who  speak  good 
English  and  have  a  reasonably  good  command  of  language  may 
pass  the  examination. 

CHART  NO.  4 
RESULTS  OF  EXAMINATIONS  OF  1916  FOR  LICENSES  TO  TEACH 
VOCATIONAL  SUBJECTS. 
(N.B. — The  figures  given  under  the  reasons  for  refusals  cannot  be  totaled 
with  respect  to  each  subject,  inasmuch  as  some  candidates  were  refused  licensea 
for  two  or  possibly  three  of  the  reasons  listed.) 

Refused  on  Account  of 


3-g  *j 

fH  e>  ?^      o 

Power  Machine  Operating 11  4        8 

Sheet  Metal  Work IS  1 

Electric  Installation  and  Practice.  51?  16  11       11 

Agriaulture  8                  4 

Novelty   Work 30  '^        4       .. 

Sewing  and  Dressmaking 5-i  22  17        3 

Woodworking  56  14  35        4 

Tile  Laying 10  . .         6 

Applied  Science 5  1        2 

Women's  Garment  Designing 5  2         3       .. 

Art  Weaving 1  0  ..         1 

Architectural  Drawing G8  44         3 

Bookbinding    14  4  11 

Millinery     ?-6  20        6        3 

Mechanical  Drawing    17  2        9 

Sign  Painting 15  4        3        2 

Machine  Shop  Practice 75  11  44        7 

Printing    01  12  23         5 

Modeling   11  4         4 

Plumbing    79  5  56         3 

Automobile  Repairing   15  7        5        1 

Trade  Drawing   (June,  1916) 14  14 

Trade  Drawing  (2d  in  Oct.,  1916)  IS  1  14        1 


■5      -2 


2 

11 
1 


3 
3 
1 

11 

7 

9 
1 


•a 

I   -a 


3 
•El 


6  4 

6  4 
2 

11  1 

3  1 


1 
1 
7 
1 
1       1 

4       2 
1 

1 


48 


Industrial  Education  Survey 


Assistant  Examiners:  Chart  No.  5  prepared  by  the  board  of 
examiners  gives  a  list  of  the  vocational  examinations  held  during 
the  year  1916-1917  and  the  names  of  the  assistants  in  the  written, 
practical  and  oral  examination.  This  list  shows  that  in  a  number 
of  cases  certain  individuals  assisted  in  conducting  examinations 
in  trades  of  widely  varying  character  who  could  not  have  had 
extended  practical  experience  in  the  trade. 

CHART  NO.  5 
DEPARTMENT  OF  EDUCATION 

The  City  of  New  York 

Office  of  the  Boaed  of  Examiners 

500  Park  Avenue 

Assistant  Examiners  employed  in  1916-1917  examinations  in  Vocational  Subjects. 


Subject 

Bookbinding 

Novelty  Work 

Agriculture 
Sign  Painting 

Clay  Modeling 
Art  Weaving 

Woodworking 

Electric  Wiring 

Sheet  Metnl  Work 
Trade  Drawing 
Power  Mach.  Operating 
Millinery 

Dressmaking 


Readers  of  Written 
Papers 

Adeline  E.  Simpson 

M.  L.  Hutchinson 

Morris  E.  Siegel 
Morris  E.  Siegel 


James  P.  Haney 
Mattie  M.  Schilling 

George  F.  Stahl 

Chris.  A.  Kassenbrock 
Charles  B.  Howe 

John  T.  Robinson 

Morris  E.  Siegel 
John  E.  Wade 
Florence  M.  Marshall 

Mrs.  Annie  L.  Jessup 
Miss  Minnie  L.  Hutchinson 

Mrs.  Annie  L.  Jessup 
Miss  Minnie  L.  Hutchinson 


Assistants  in  Oral  and 
Practical  Tests 

Adeline  E.  Simpson 
James  Strang 
Morris  E.  Siegel 
Annie  B.  Moriarty 
Morris  E.  Siegel 
Messrs.  Patterson,  Otter- 

bein  and  A.  J.  Gude 
Ernest  Yalden 
John  E.  Wade 
Leon  W.  Goldrich 
Morris  E.  Siegel 
George  F.  Stahl 
A.  W.  Garrett 
George  J.  Loewy 
Chris.  J.  Kassenbrock 
Charles  W.  Mitchell 
Charles  B.  Howe 
M.  J.  Harrison 
John  E.  Wade 
George  F.  Stahl 
Morris  E.  Siegel 
Annie  B.  Moriarity 
Minnie  L.  Hutchinson 
Annie  B.  Moriarity 
Mary  B.  Dickman 
Mrs.  Annie  L.  Jessup 
Florence  Willard 


Licensing  of  Teachers 


49 


Readers  of  Written 

Assistants    in    Oral    and 

Subject 

Report 

Practical  Tests 

Plumbing 

James  M.  Joyce 

George  J.  Loewy 

Michael  F.  Oonlon 

Robert  W.  Rodman 

Mach.  Shop  Practico 

Stanley  A,  Gage 

Stanley  A.  Gage 

Betram  A.  Lenfeet 

Betram  A.  Lenfest 

Printing 

Hobart  H.  Todd 

Morris  E.  Siegel 

Oliver  Q.  Andrus 

Leon  W.  Goldrich 
Charles  E.  Fitchett 

Applied  Science 

Robert  W.  Fuller 

George  J.  Loewy 
Robert  W.  Fuller 

Mechanical  Drawing 

T.  Harry  Knox 

Frank  Gardner 
Charles  B.  Howe 

Arch.  Drawing 

A.  B.  Greenberg 

George  J.  Loewy 

E,  0.  Zabriskie 

Morris  Greenberg 

Tile  Laying 

Charles  B.  Howe 

(Not yet  held) 

Automobile  Repairing 

H.  C.  Brokaw 

Mr.  Breckenbridge 

(57th  St.  T.  M.  0.  A.) 
John  Cave 

Designing  of  Women's 

Morris  B.  Siegel 

Morris  E.  Siegel 

Cloaks  and  Suits 

Max  Meyer 

Trade  Drawing 

Adolph  J.  Grubman 

John  E.  Wade 

Attitude  of  Board  of  Examiners:  That  the  board  of  exam- 
iners devote  much  thought  to  the  means  necessary  to  secure  the 
best  type  of  instructors  for  trade  classes  in  spite  of  the  many 
difficulties  they  have  to  overcome  is  shown  in  the  report  of  Exam- 
iner O'Connell  for  1915  to  Superintendent  Maxwell: 

"The  number  of  applicants  for  vocational  school  licenses  is 
very  large  and  the  variety  of  subjects  taught  in  the  vocational 
schools  and  classes  extensive.  To  enable  the  system  to  obtain 
the  best  applicants  requires  unusual  care  and  much  time.  I  fear 
that  the  proper  amount  of  attention  and  investigation  cannot  be 
given  to  the  applicants  unless  the  board  of  examiners  gets  proper 
assistance.  It  is  true  that  in  the  past  we  have,  as  occasion  re- 
quired, employed  in  an  advisory  or  examining  capacity  certain 
high  school  first  assistants  and  others  skilled  in  the  trades.  This 
assistance,  though  given  cheerfully,  must  of  necessity  be  hurried, 
as  well  as  intermittent  and  often  done  under  unsatisfactory  con- 
ditions. The  selecting  of  trade  teachers  has  become  a  matter  re- 
quiring the  greatest  skill  and  care  and  because  of  the  number  of 
applicants  and  of  subjects  to  be  taught  it  will  hereafter  take  a 
vast  amount  of  time  and  labor  even  under  favorable  circum- 
stances." 


50  Industrial  Education  Survey 

In  writing  about  evening  school  licenses  Mr.  O'Connell  says: 
— "The  board  has  endeavored  to  make  all  tests  as  practical  as 
possible.  This  idea  is  carried  to  the  extreme  in  the  exalninations 
for  trade  subjects  in  evening  high  schools.  In  bookbinding,  black- 
smithing,  costume  design,  jewelry  design,  mural  decoration,  etc., 
the  applicants  were  required  to  do  a  piece  of  practical  work  or 
to  submit  for  inspection  attested  practical  work  (or  photographs 
thereof).  In  the  oral  examination  which  followed  the  test  or 
accompanied  the  inspection  of  the  attested  work,  considerable 
weight  was  given  to  the  applicants'  evidence  of  successful  prac- 
tical experience." 

Attitude  of  Those  in  Charge  of  Day  and  Evening  Vocational 
Courses  Toward  MetJiods  of  Licensing  Teachers. — The  associate 
superintendent  in  charge  of  vocational  training  in  reply  to  a 
questionnaire  submitted  to  him  stated  that  he  considered  the  chief 
defects  in  the  present  methods  of  securing  and  licensing  of  teach- 
ers of  vocational  schools  to  be: — 

(a)  "A  false  conception  of  what  is  desired  in  a  trade  teacher. 

(b)  "Methods  employed  in  examining. 

(c)  "Methods  employed  in  rating  examinations." 

In  reply  to  the  question  "What  changes  would  you  suggest 
that  would  tend  to  procure  better  teachers  ?"  he  recommended : — 
"1.  Taking  the  examination  of  trade  teachers  out  of  the 
hands  of  the  board  of  examiners,  and  placing  it  in  the  hands  of 
a  committee  composed  of  a  member  of  the  board  of  examiners, 
a  principal  of  a  vocational  school,  two  representatives  of  the 
trade,  in  which  the  candidate  seeks  a  license,  and  an  employer 
of  the  trade. 

"2.  Examinations  should  extend  over  a  longer  period  and 
take  into  account  a  man's  practical  experience  at  the  trade  to 
an  extent  that  is  not  being  done  at  present. 

"3.  More  latitude  should  be  given  the  principals  in  the  choice 
of  teachers.  The  mere  standing  of  a  candidate  of  any  eligible 
list  should  not  hamper  the  work  of  a  school." 

In  a  questionnaire  submitted  to  the  district  superintendent  in 
charge  of  evening  schools  a  number  of  questions  were  asked 
relative  to  the  training  and  certification  of  evening  teachers  of 
trade  subjects.  The  questions  submitted  and  the  answers  are 
given  below: 

Ques.  Who  selects  the  teachers  for  the  evening  trade 
classes? 

Ans.  Teachers  for  evening  trade  classes  are  selected 
in  order  of  merit  from  the  eligible  lists.  These  eligible  lists 
have  been  formed  under  the  law  according  to  the  charter 


Licensing  of  Teachers  '  61 

by  the  board  ol'  examiners.  The  examination  is  mostly 
oral  plus  practical  test.  Practical  test  is  conducted  by  some 
acknowledged  expert  assigned  by  the  board  of  examiners 
and  the  practical  test  is  held  either  in  a  shop  or  preferably 
in  one  of  the  evening  trade  schools. 

Ques.  Who  is  assigned  by  the  board  of  examiners  to 
give  the  examinations  to  candidates  desiring  to  teach  trade 
subjects? 

Ans.     Answered  in  preceding  question  partly. 

The  oral  examination  is  held  usually  by  a  committee  of 
three,  the  chairman  of  the  evening  school  department  of 
board  of  examiners,  at  present  Mr.  O'Connell;  the  district 
superintendent  in  charge  of  evening  schools,  at  present 
Mr.  Henry  E.  Jenkins,  and  a  selected  trade  expert.  The  two 
non-trade  experts  merely  judge  the  man  from  the  pedagogic 
side,  from  his  manner  and  ability  to  expound  and  explain. 
In  other  words,  judgment  of  his  probable  teaching  ability. 
The  expert  judges  as  I  stated  in  a  preceding  question,  by 
the  selected  expert. 

Ques.  Would  you  recommend  the  establishment  of  evening 
normal  courses  for  mechanics  desiring  to  teach  in  evening 
trade  schools? 

Ans.  I  would  not  recommend  normal  courses  in  evening 
schools.  I  have  already  removed  such  as  were  in  our  even- 
ing schools  and  w'e  had  a  number.  Evening  schools  were 
made  for  the  distinct  purpose  of  teaching  those  who  through 
unfortuitous  or  other  circumstances  are  not  able  to  attend 
school  in  the  day  time.  The  ideal  trade  school  would  be  the 
type  of  the  mechanical  school  w^here  the  workman  left  his 
employment  at  day  at  the  expense  of  the  shop.  At  present 
this  work  is  of  course  voluntary.  I  should  under  no  circum- 
stances desire  to  have  us  establish  normal  courses, 

Ques.  To  what  extent  could  such  a  course  take  the  place 
of  the  examination  for  a  license  to  teach  in  evening  trade 
schools? 

Ans.  No  course  should  ever  take  the  place  of  examina- 
tion. The  course  is  a  recommendation  and  should  assist  in 
raising  the  rating  of  the  individual  and  his  position  on  the 
eligible  list,  but  I  do  not  believe  in  any  applicant  for  a  license 
to  teach  anything,  being  exempt  from  examination. 

Ques.  Would  you  rather  select  your  evening  school  teach- 
ers from  the  ranks  of  the  day  school  teachers  or  from  the 
trade  workers?    Why? 

Ans.  This  question  has  practically  been  answered  in 
other  answers,  nor  could  I  answer  this  categorically  because 
I  should  desire  to  select  from  a  properly  prepared  eligible 
list.  I  should  like  them  from  the  ranks  of  day  school  teach- 
ers of  vocational  subjects  who  have  been  skilled  workmen  in 
trades  and  I  certainly  should  prefer  those  to  taking  the 
skilled  workmen  out  of  the  ranks  who  had  had  no  training 


52  Industrial  Education  Survey 

or  experience  in  teaching  pupils.  At  the  same  time  I  shonld 
prefer  a  well  informed  intelligent  man  directly  from  the 
ranks  of  the  trade  worker  rather  than  an  ordinary  day 
school  teacher  with  a  theoretical  knowledge  only  and  no 
proper  amount  of  direct  contact  through  work  in  a  shop. 

To  be  specific,  we  need  for  teachers  in  evening  trade 
classes  men  who  are  fine  representatives  of  practical  trade 
workers,  leaders  in  their  trades  who  have  had  ambitipn 
enough  themselves  to  attend  courses  in  recognized  institutes 
where  preparation  for  teaching  trades  is  made  the  specific 
object.  The  type  of  man  possessing  the  practical  plus  the 
pedagogical  training  and  having  had  ambition  and  intelli- 
gence enough  to  look  for  both,  would  be  the  best  type  of 
trade  teacher  and  I  am  glad  to  say  that  in  time  the  teachers 
on  our  eligible  list  for  evening  trade  schools  would  come  in 
that  class. 

I  consider  that  the  manner  in  which  the  board  of  exam- 
iners has  handled  this  delicate  and  new  form  of  problem  ia 
extremely  gratifying.  I  believe  that  no  other  city  has  so 
large  a  number  of  well  equipped  and  well  trained  teachers 
of  evening  trade  classes  as  has  our  evening  school  system 
of  the  City  of  New  York. 

REPORT  OF  THE  ADVISORY  COMMITTEE  ON  LICENSING 

AND  EMPLOYMENT  OF  TEACHERS  OF  INDUSTRIAL 

EDUCATION. 

The  board  of  examiners  was  constituted  in  1898  for  the  pur- 
pose of  removing  the  certificating  and  appointment  of  teachers  of 
all  kinds  and  grades  from  j)olitics — a  duty  which  the  board  has 
undoubtedly  performed  in  a  most  commendable  way. 

At  the  same  time,  this  strong  desire  on  the  part  of  the  board 
to  protect  the  schools  from  the  evils  of  partisan  politics  forced 
the  adoption  of  a  more  or  less  rigid  system  of  examining  appli- 
cants with  the  written  test  as  the  chief,  and  in  most  instances 
almost  the  sole,  means  of  determining  fitness  to  teach.  This  sys- 
tem has  seemed  to  work  satisfactorily — at  least  it  has  served  aa 
well  or  better  than  almost  any  other  scheme  would  have  done — 
in  the  selection  of  an  eligible  list  of  instructors  in  the  so-called 
regular  or  academic  subjects. 

It  has  not,  however,  served  satisfactorily  in  the  case  of  teach- 
ers of  practical  or  technical  subjects  where  manual  skill  or  the 
ability  to  use  knowledge  in  a  practical  way  has  come  to  be 
regarded  as  absolutely  necessary  to  the  success  of  the  teacher. 
The  board  has  already  recognized  the  need  for  greater  flexibility 
in  dealing  with  instructors  in  industrial  or  trade  schools  by 


Licensing  of  Teachers  53 

substituting  a  practical  for  a  written  test  of  the  applicant's  skill 
in  ghop  processes — this  test  usually  being  given  by  the  assistant 
principal  or  some  instructor  in  the  particular  trade  employed 
by  one  of  the  vocational  schools  of  the  city. 

The  number  of  teachers  in  vocational  schools  who  have  thus 
far  been  examined  is  so  small,  comparatively  speaking,  that  the 
tests  thus  far  given  should  hardly  be  regarded  as  more  than 
experiments.  Out  of  a  total  of  73,661  persons  seeking  licenses 
during  the  years  1912  to  1915,  inclusive,  only  77  applied  for 
positions  in  the  vocational  schools. 

It  is  evident  from  the  report  that  the  board  looks  upon  the 
whole  question  of  licensing  teachers  of  shop  and  related  shop 
subjects  as  being  a  new,  a  difificult  and  as  yet  unsolved  problem. 
While  it  recognizes  the  need  for  flexibility  in  dealing  with  such 
teachers,  the  board  is  at  the  same  time  very  jealous,  aud  properly 
BO,  of  the  freedom  of  the  schools  from  partisan  politics  which 
It  has  labored  so  successfully  to  establish. 

What  the  members  of  the  board  desire  most  of  all  is  some 
scheme  for  licensing  teachers  of  vocational  subjects  which  will 
test  in  an  effective  way  the  ability  of  the  applicant  to  teach  the 
subject  successfully  and  will  at  the  same  time  safeguard  the 
whole  process  of  certificating  and  selecting  these  teachers  from 
party  and  personal  influence.  It  is  with  entire  sympathy  with 
this  aim  of  the  board  that  the  recommendations  given  below 
are  made. 

We  recommend  that  the  board  appoint  a  special  committee 
for  every  distinctive  trade  for  which  there  is  a  need  of  teachers 
in  either  shop  or  related  shop  subjects.  The  members  of  the 
committee  should  be  appointed  for  one  year  and  should  be  reap- 
pointed as  long  as  their  services  are  satisfactory  and  they  are 
willing  to  serve. 

There  should  be  three  members,  one  of  whom  should  be  a 
member  of  the  examining  board  in  order  to  correlate  the  work 
of  the  board  and  its  special  committee ;  and  two  of  whom  should 
be  trade  education  experts  who  are  experienced  in  their  knowl- 
edge of  the  trade  and  of  education  for  the  trade.  The  two  lay 
members  of  the  committee  should  bo  paid  a  per  diem  for  the 
actual  time  given  to  the  duties  assigned  to  them  as  herein  de- 
scribed, which  need  not,  in  our  opinion,  be  more  than  five  days 
annually. 

The  special  committee  on  the  certification  of  teachers  for 
any  given  trade  should  be  regarded  and  legally  could  be  only  an 


54  Industrial  Education  Survey 

agency  used  by  the  bonrd  to  assist  it  in  the  difficult  and  highly 
specialized  tasli  of  obtaining  competent  instructors  for  the  schools 
in  the  shop  and  related  shop  subjects  of  that  trade.  The  board 
would,  of  course,  establish  such  general  standards  and  such  gen- 
eral rules  and  regulations  for  the  guidance  of  the  work  of  the 
committee  as  it  found  advisable  from  time  to  time.  It  should 
not,  however,  make  these  so  detailed  or  so  rigid  as  to  prevent 
the  committee  from  being  of  the  largest  possible  helpfulness  in 
passing  upon  applicants.  All  authority  to  pass  finally  upon  the 
case  of  any  applicant  rests  and  should  rest  with  the  board.  The 
duty  of  the  committee  should  be  that  of  recommendations  to 
the  board  on  the  case,  based  on  a  complete  handling  of  the  case, 
and  a  filing  with  the  board  of  all  the  papers  regarding  the  appli- 
cant which  the  board  should  treat  as  the  credentials  on  record 
in  the  case. 

The  special  committee  should  avail  itself  of  our  different  ele- 
ments in  examining  teachers  of  trade  subjects ;  written  examina- 
tions, credentials,  personal  interviews  and  practical  demon- 
stration. 

The  efficacy  of  written  examinations  as  the  sole  means  of 
testing  the  general  education  of  teachers  has  probably  been 
greatly  overestimated.  Nevertheless,  its  long  established  use  in 
connection  with  the  certification  of  regular  school  teachers  is 
certain  to  cause  its  employment  for  industrial  school  purposes. 

The  written  examination  can  aid  in  some  measure  in  estab- 
lishing a  presumption  of  fitness  to  teach.  But  this  is  true  only 
if  the  examination  is  limited  to  a  test  of  such  knowledge  as 
general  schooling,  technical  and  teaching  equipment. 

Written  examinations  are  of  very  little  value  in  testing  the 
trade  ability  and  personal  equipment  of  candidates.  So  far  as 
the  trade  instructors  are  concerned,  it  is  also  true  that  their 
general  schooling  and  knowledge  of  trade  matters  can  best  be 
determined  by  proper  credentials,  practical  demonstrations,  and 
personal  interviews. 

Proper  credentials  should  be  given  an  important  place  in 
determining  the  fitness  of  an  applicant.  By  credentials  is  meant 
evidence  which  may  be  accepted  as  bearing  upon  any  feature  of 
the  qualifications  of  candidates  for  certification.  Statements  as 
to  trade  standing  and  skill  furnished  by  employers  and  fellow- 
workers,  diplomas,  certificates,  school  records,  correspondence 
school  work ;  personal  statements  of  former  teachers ;  magazine 
articles  or  books  written  by  the  candidates;  statements  as  to 


Licensing  of  Teachers  65 

teaching  ability  based  on  previous  service  as  instructor  of  appren- 
tices or  as  a  teacher,  should  all  be  considered  as  credentials  In 
this  connection. 

Those  credentials  are  a  most  important  device  in  certificating 
because  they  admit  of  flexibility  in  dealing  with  the  case  of  any 
teacher.  They  can  be  made  to  represent  the  judgment  of  many 
persons  from  many  different  points  of  view.  They  furnish  first 
hand  information  of  a  verj'  real  character  as  to  the  candidate's 
ability  to  do  certain  definite  things  and  they  have  a  bearing  upon 
every  feature  of  probable  fitness  for  the  work. 

The  personal  interview  is  absolutely  necessary  to  properly 
estimate  the  qualifications  of  the  applicant  in  such  matters  aa 
appearance,  personality',  health,  adaptability  and  saneness  of 
social  and  economic  points  of  view.  It  also  has  an  important 
use,  supplementary  to  the  written  examination  and  credentials, 
in  furnishing  additional  information  concerning  teaching  equip- 
ment and  trade  experience.  Such  interviews  should  be  conducted 
only  by  persons  having  both  adequate  knowledge  and  experience 
on  the  one  hand  and  official  responsibility  on  the  other. 

The  practical  demonstration  may  be  used  to  supplement  other 
tests.  After  all  these  devices  have  been  employed,  if  any  doubt 
exists  as  to  the  trade  qualifications  or  teaching  ability  of  the 
candidates  they  may  well  be  required  to  perform  a  practical  task 
of  some  kind,  either  in  a  commercial  or  school  shop. 

All  the  information  of  every  kind  concerning  the  applicant 
should  be  before  the  special  committee  in  passing  on  the  case. 
All  this  material  together  with  recommendation  of  the  committee 
should  be  presented  to  the  board  for  final  action. 

Any  plan  for  the  certification  of  teachers  of  vocational  schools 
ehould  be  based  on  a  distinct  classification  of  such  teachers  ac- 
cording to  the  kind  of  subjects  to  be  taught  and  the  status  of 
the  teacher  in  the  service.  Three  distinct  types  of  teachers  will 
be  needed : — teachers  of  shop  subjects  such  as  machine  shop  prac- 
tice or  composition  work  in  printing ;  teachers  of  related  technical 
subjects  such  as  drawing,  mathematics  and  science;  and  teachers 
of  non-vocational  subjects  such  as  English  and  civics.  The  law 
also  requires  that  all  new  employees  of  the  Board  of  Education, 
including  all  members  of  the  teaching  and  supervising  staff,  shall 
be  appointed  in  the  first  instance  for  a  probationary  period  of  not 
less  than  one  year  and  not  to  exceed  three  years ;  such  period  to 
be  fixed  by  the  Board  of  Education  at  its  discretion.  At  the 
expiration  of  this  probationary  period,  teachers  shall,  when  rec- 


56  Industrial  Education  Survey 


ommended  for  permanent  appointment  by  the  board  of  superin- 
tendents, be  entitled  to  hold  their  respective  positions  during  good 
behavior  and  efficient  and  competent  service.  This  gives  the  ex- 
amining board  the  duty  of  dealing  with  two  classes  of  teachers 
within  every  classification  of  teachers  made  on  the  basis  of  sub- 
jects taught — probationary  teachers  and  regular  teachers. 

In  dealing  with  standards  for  teachers  in  vocational  schools 
therefore  it  is  necessary  to  consider  the  following  six  classes: 
probationary  and  regular  teachers  of  shop  subjects ;  probationary 
and  regular  teachers  of  related  technical  subjects;  probationary 
and  regular  teachers  of  non-vocational  subjects. 

In  suggesting  certain  definite  standards  for  these  teachers, 
the  committee  have  had  in  mind  only  minimum  requirements — 
the  least  qualifications  which  we  believe  the  board  of  examiners 
should  establish  as  a  basis  for  the  work  of  the  special  commit- 
tees appointed  to  aid  in  passing  upon  applicants  as  above  re- 
quired. It  is,  of  course,  highly  desirable  that  applicants  should 
possess  higher  qualifications  than  those  suggested. 

Male  applicants  should  be  not  less  than  25,  not  more  than 
40  years  of  age;  and  in  the  case  of  women  not  less  than  21  nor 
more  than  40.  The  difference  in  the  minimum  age  for  men  and 
women  is  made  because,  as  is  well  known,  the  latter  mature  at 
an  earlier  age  and  because  a  smaller  number  of  years  is  required 
to  learn  most  of  the  women's  trades.  We  believe,  also,  that  appli- 
cants over  40  should  not  be  accepted  because  they  have  reached 
the  period  when  a  certain  fixity  of  mind  and  a  shorter  expectancy 
of  life  does  not  promise  large  returns  in  efficient  teaching  service 
to  a  school  system.  This,  of  course,  applies  only  to  beginners  in 
the  teaching  work  and  should  not  operate  in  the  case  of  a  suc- 
cessful teacher  over  40  desiring  to  enter  the  service  in  New  York. 

Three  factors  should  be  taken  into  consideration  in  passing 
upon  the  applicant:  trade  knowledge  and  skill,  teaching  ability 
and  general  education. 

The  Probationary  Teacher  of  Shop  Subjects:  The  applicant 
should,  if  a  man,  present  evidence  of  at  least  five  years  of  ap- 
proved and  successful  experience  or  its  equivalent  in  the  shop 
work  which  he  desires  to  teach.  In  the  case  of  a  woman,  the 
applicant  should  present  evidence  of  two  years'  successful  ex- 
perience in  the  trade  or  occupation  approved  by  the  committee 
or  its  equivalent. 


Licensing   of  Teachers  57 

The  teacher  of  shop  subjects  should  have  at  least  a  common 
school  education  or  its  equivalent. 

The  Regular  Teacher  of  Shop  Subjects :  As  has  already  been 
pointed  out,  a  probationary  teacher  may,  after  a  period  of  not 
less  than  one  or  more  than  three  years  of  service  as  such,  be 
appointed  as  a  permanent  or  regular  teacher  in  the  position  upon 
the  recommendation  of  the  board  of  superintendents.  We  recom- 
mend that  the  probationary  teacher,  when  he  can  be  promoted  to 
the  position  of  a  regular  teacher  in  the  same  subject,  present  evi- 
dence of  two  years  of  satisfactory  teaching  experience  in  his  sub- 
ject in  the  New  York  schools. 

Attention  is  called  to  the  fact  that  under  this  plan  while  any 
applicant  from  outside  New  York  can  meet  the  requirements  for 
the  probationary  teacher,  it  will  be  necessary,  whatever  may  be 
his  previous  trade  and  teaching  experience,  to  serve  two  years 
as  a  probationary  teacher  of  his  subject  in  the  New  York  schools 
before  becoming  a  regular  teacher.  We  believe  this  plan  to  be 
good  as  a  means  of  obtaining  and  promoting  good  teachers  if  the 
salary  schedule  for  the  probationary  teacher  be  made  such  as 
will  make  the  work  of  a  beginner  desirable  to  promising  men 
from  outside  as  well  as  inside  Greater  New  York. 

In  the  case  of  women  teachers,  we  recommend  that  the  proba- 
tionary teacher  who  began  with  a  minimum  of  two  years  of  trade 
experience,  as  what  is  known  as  a  substitute  or  probationary 
junior  teacher,  be,  after  one  year  of  satisfactory  experience  as  a 
teacher  of  a  trade  subject,  promoted  to  be  a  probationary  second 
assistant;  after  a  second  year  of  such  service,  to  be  a  probation- 
ary first  assistant;  and  after  a  third  year  of  such  service  to  be 
a  regular  teacher  of  the  subject. 

The  Probationary  Teacher  of  Related  Technical  Subjects:  The 
applicant  should  at  least  have  a  high  school  education  or  ita 
equivalent.  He  should  have,  in  addition  as  a  minimum,  300  houra 
of  additional  instruction  in  the  technical  subject  he  desires  to 
teach,  or  an  experience  in  the  subject  accepted  as  an  equivalent,  or 
an  equivalent  in  preparation  and  experience.  In  order  that  he 
may  be  able  to  apply  his  subject  to  the  trade  or  occupation  to 
which  it  is  related,  he  should  have  had  at  least  one  year  of 
actual  experience  in  the  trade  or  occupation  concerned  or  one 
year  of  approved  practical  contact  in  some  capacity  with  the  trade 
or  occupation. 


58  Industrial  Education  Survey 

Regular  Teachers  of  Related  Technical  Subjects :  As  in  the  case 
of  shop  subjects,  the  probationary  teacher  of  a  related  technical 
subject  should  after  two  years'  satisfactory  service  be  promoted 
to  the  position  of  a  regular  teacher  in  the  same  position. 

Probationary  Teachers  of  Non-Vocational  Subjects.  These  posi- 
tions are  difficult  to  fill.  At  present  they  are  obtained  by  trans- 
ferring elementary  school  teachers. 

Teachers  of  non-vocational  subjects  in  an  industrial  school 
enter  a  field  where  few  precedents  exist.  The  vocational  aim  of 
the  school  demands  a  concrete  and  practical  presentation  of  the 
non-vocational  subjects  such  as  is  not  common  in  our  regular 
schools.  Teachers  of  these  subjects  cannot  expect  to  use  in  the 
industrial  school  the  same  subject  matter  or  exactly  the  same 
methods  commonly  employed  in  the  high  school.  They  must  be 
able  to  draw  their  material  for  the  teaching  of  civics,  economics, 
industrial  history  and  English,  from  the  work  of  the  world.  To 
do  this,  successfully,  they  do  not  need  to  have  actual  trade  experi- 
ence, desirable  as  such  experience  is,  but  they  do  need  a  layman's 
knowledge  of  the  machines  used  and  the  trade  processes  taught 
in  the  school.  They  ought  also  to  have  a  keen  appreciation  of 
the  conditions  and  problems  of  modern  industry  and  a  sympa- 
thetic insight  into  the  needs  of  the  workers.  A  man  or  woman 
with  some  natural  mechanical  ability  and  interest  in  industry, 
is  more  likely  to  succeed  in  such  work  than  one  whose  tastes  are 
entirely  academic. 

The  general  education,  personal  qualifications  and  teaching 
equipment  of  teachers  of  non-vocational  subjects  should  at  least 
be  equal  to  those  of  technical  teachers. 

Regular  Teachers  of  Non-Vocational  Subjects :  These  should  be 
obtained  by  promoting  the  probationary  teacher  of  such  a  sub- 
ject after  two  years  of  satisfactory  service. 

Teachers  of  Industrial  Evening  Schools :  All  the  foregoing  ap- 
plies only  to  teachers  of  regular  day  vocational  schools.  We  do 
not  see  our  way  clear  to  recommend  at  this  time  the  formal  cer- 
tification of  teachers  of  evening  industrial  schools.  It  is  alto- 
gether likely  that  the  attempt  to  do  this  would  not  only  interfere 
with  the  prompt  employment  of  such  instructors  when  needed 
but  prevent  the  schools  from  securing  some  very  competent 
teachers  who  now  teach  as  an  incident  to  their  regular  business. 


Licensing  of  Teachers  69 

The  committee,  however,  desire  to  point  out  certain  things 
which  need  to  be  taken  into  consideration  in  establishing  stand- 
ards for  the  employment  of  instructors  in  evening  classes. 

The  qualifications  of  trade  teachers  for  day  industrial  schools 
outlined  above  are  equally  desirable  for  trade  teachers  in  the 
evening  schools.  In  the  case  of  these  teachers,  however,  there 
are  certain  reasons  w^hy  these  standards  must  be  slightly  modified. 
For  some  time  to  come  the  trade  teaching  in  the  evening  indus- 
trial school  will  probably  have  to  be  done  by  men  and  v^omen 
who  regard  this  work  as  incidental  to  their  regular  business. 
The  short  term  of  evening  employment  and  the  comparatively 
small  wage  make  this  inevitable.  Instructors  from  the  all-day 
industrial  schools  will  constitute  a  small  number  of  these  teachers 
but  the  majority  must  be  secured  from  the  local  industries.  To 
persuade  competent  men  and  women  in  industry  to  undertake  a 
teaching  job  in  addition  to  their  day's  work  is  already  sufficiently 
difficult.  For  this  reason  the  qualifications  of  trade  teachers,  and 
especially  those  who  are  employed  for  short  periods  on  special 
work,  should  be  limited  to  only  the  most  essential  requirements. 

The  function  of  the  evening  industrial  school  is  to  give  the 
worker  an  opportunity  to  secure  further  knowledge  of  his  trade. 
It  should  deal  for  the  most  part  with  men  and  women  who  are 
presumed  to  have  some  knowledge  of  the  trade  in  which  they 
wish  instruction.  The  prime  requisite  of  evening  trade  teachers 
is,  therefore,  a  thorough  knowledge  of  their  trade,  or,  in  special 
instances,  the  specific  branch  of  it  they  may  be  engaged  to  teach. 
Their  skill,  technical  knowledge  and  trade  standing  must  be  such 
as  will  give  them  prestige  in  the  eyes  of  their  pupils.  It  is 
necessary  that  they  have  sufficient  teaching  ability  to  organize 
their  subject  matter  and  present  it  convincingly  to  their  classes. 
They  should  have  at  least  sufficient  elementary  school  training  to 
enable  them  to  speak  and  write  ordinary  English.  A  good  per- 
sonality and  ability  to  deal  with  men  and  women  are  also  impor- 
tant assets. 

(Signed)  C.  A.  Prosser 

Arthur  D.  Dean 
Samuel  S.  Edmands 


DAY  VOCATIONAL  SCHOOLS 

The  Board  of  Education  has  established  four  day  vocational 
schools  to  train  boys  and  girls  to  enter  industry.  Of  these  four, 
the  Boys'  Vocational  School  was  opened  in  September,  1909.    A 
year  later  the  Manhattan  Trade  School  for  Girls,  up  to  that  time 
a  private  philanthropic  institution,  was  taken  over  by  the  Board 
of  Education.    The  Murray  Hill  Vocational  School  for  Boys  and 
the  Brooklyn  Vocational  School  for  Boys  were  opened  in  March, 
1914,   and   June,    1915,    respectively.     In   the   three   vocational 
schools  for  boys  electric  wiring,  drafting,  printing,  woodwork, 
machine  shop  practice,  plumbing,   sheet  metal,   sign  painting, 
modeling,  commercial  and  garment  design  are  the  trades  offered. 
The  first  four  listed  are  taught  in  all  three  schools  and  the  last 
three  are  taught  in  only  one  school.    One  third  of  all  the  boys 
registered  in  the  three  schools  are  studying  electric  wiring  and 
ninety  percent  of  all  of  the  boys  are  in  the  four  trade  courses 
of  electric  wiring,  machine  shop  practice,  drafting  and  print- 
ing.   In  the  Manhattan  Trade  School  for  Girls  seventy  percent 
of  the  girls  are  learning  dressmaking.     The  remaining  thirty 
percent  are  divided  between  machine  operating,  millinery,  novelty 
and  sample  mounting.     During  the  year  1915,  a  total  of  over 
f  190,000  was  expended  by  the  Board  of  Education  for  these  four 
schools.    The  purpose  of  the  survey  has  been  to  determine  how 
well  each  school  is  equipped  to  furnish  efficient  trade  instruc- 
tion; how  well  each  is  meeting  the  demands  made  upon  it  and 
in  the  light  of  the  experience  of  these  four  schools  what  changes 
or  extensions,  if  any,  are  desirable  to  be  made.     So  far  as  it 
has  been  possible  the  investigation  has  been  kept  to  things  that 
could  be  measured  objectively,  the  expression  of  mere  personal 
opinion  has  been  avoided,  and  due  allowance  has  been  made  for 
conditions  which  have  been  temporary  in  their  nature. 

BOYS'  VOCATIONAL  SCHOOL 

The  first  public  Vocational  School  for  Boys  established  in  the 
City  of  New  York  is  located  on  138th  Street,  Manhattan,  and  was 
opened  on  September  8th,  1909. 

61 


63  Industrial  Education  Survey 

In  the  1910  report  of  the  city  superintendent  of  schools  is 
given  an  account  of  the  opening  of  this  school  and  the  policy 
which  the  Board  of  Education  adopted  in  regard  to  the  pupils 
for  whom  the  school  was  provided:  "There  remained,  however, 
the  opportunity  to  do  something  for  that  enormous  class  of  chil- 
dren who  leave  school  at  fourteen  years  of  age,  though  still  far 
from  completing  the  elementary  school  course,  and  who  have 
been  going  out  and  are  still  going  out  into  life  with  no  adequate 
preparation  for  its  work  and  its  trials.  In  establishing  the  Voca- 
tional School  for  Boys  a  direct  attempt  has  been  made  to  provide 
suitable  training  for  this  very  class.  The  terms  of  admission 
to  the  school  are  that  a  boy  shall  have  reached  the  age  of  four- 
teen years  and  shall  be  able  to  pass  an  examination  not  more 
difficult  than  that  required  to  obtain  an  employment  certificate." 

Trade  Subjects:  During  this  first  year  instruction  was  offered 
in  the  following  trade  courses : — 

1.  Woodwork,  which  included  house  carpentry,  cabinet  mak- 
ing, wood  trimming,  pattern  making  and  the  use  of  wood  milling 
machinery. 

2.  Metal  work,  including  machine  shop  practice,  sheet  metal 
work,  forging,  plumbing  and  electric  wiring  and  installation. 

3.  Printing,  including  composition  and  press  work. 

4.  Bookbinding. 

5.  Drawing,  including  mechanical,  freehand,  industrial  de- 
sign and  the  making  and  reading  of  blue  prints. 

In  1911  a  class  in  architectural  drawing  was  started ;  in  1913 
four  new  activities — automobile  repairing,  cornice  and  sheet 
metal  work,  tile  laying  and  plaster  modeling,  were  added.  The 
new  trades  added  in  1914  were  linotype  operating  and  sign 
painting,  and  in  1914  an  instructor  in  monotype  operating  was 
added.  During  1916  the  class  in  tile  laying,  which  from  the 
first  had  been  very  small,  was  discontinued. 

Classification  of  Pupils  for  the  Several  Trades:  The  report 
of  this  school  for  the  year  1913-1914  stated  that  "Upon  entering, 
a  pupil  selects  the  trade  he  wishes  to  study.  If  there  be  no 
obvious  reason  for  disagreeing  with  the  pupil's  choice  he  is  per- 
mitted to  follow  his  bent.  Subsequently,  it  may  be  advisable, 
or  necessary,  for  him  to  make  a  change  in  his  work.  Provision 
is  made  for  such  a  contingency." 


Day  Vocational  Schools  (J3 

In  March,  1917,  the  monthly  report  of  this  school  gave  the 
distribution  of  the  boys  for  the  several  trade  groups  as  follows : 

Machine  shop  practice 224 

Electric    wiring 220 

Architectural   drawing 66 

Printing 52 

Commercial   design 40 

Mechanical  drawing 29 

Wood  turning 10 

Plumbing 9 

Sheet   metal 0 

Woodwork 9 

Modeling   7 

Holding  Power  of  the  School:  A  table  is  given  below  which 
shows  the  total  number  of  pupils  registered  each  year  in  thii 
school  since  it  was  first  opened  and  the  average  daily  attendance 
for  each  of  these  years.  This  table  shows  that  in  general  the 
average  daily  attendance  each  year  since  the  school  was  opened 
has  been  about  half  as  large  as  the  total  enrollment  for  that  year. 


1909-10  

1910-11  

1911-12  

1912-13  

1913-14  

1914-15  

1915-16  

There  are  many  diflSculties  of  organization  connected  with  a 
school  that  has  a  yearly  enrollment  so  much  larger  than  the 
daily  attendance  unless  the  class  sections  are  kept  so  small  that 
individual  work  can  be  done  in  each  class.  If  this  cannot  be 
done,  those  who  enter  late  must  either  be  put  in  classes  with 
pupils  who  have  been  in  school  from  the  opening  of  the  term, 
or  new  classes  must  be  formed  for  their  benefit. 

The  number  of  admissions  and  discharges  month  by  month 
for  the  last  two  years  is  given  in  the  table  following : 


Total  enrollment 
for  the  year 

Average  daily 
attendance 

109 

821 

266 

821 

421 

892 

427 

1047 

557 

1274 

662 

1279 

672 

64  Industrial  Education  Survey 

Admia-         Dis-  Gradu-     Admis-         Dis-  Gradu- 

siona        chargea         ates         sions        charges  ates 

-1915 1916- 


January 38  18  0  30  63  0 

February 191  40  0  204  38  2 

March    40  52  6  28  70  16 

April    24  69  11  13  47  13 

May 18  91  2  11  41  6 

June    42  52  0  10  63  15 

July   89  0  0  82  25  1 

September 211  55  17  73  18  4 

October    53  155  5  43  52  1 

November    24  91  11  20  140  23 

December    7  21  2  11  34  9 

Total    757  644  54  525  591  89 

In  order  to  determine  just  how  long  a  boy  who  entered  the 
school  was  likely  to  remain  after  he  entered,  a  study  was  made  of 
the  attendance  of  the  first  hundred  boys  registered  in  the  admis- 
sion book  on  February  1st,  1915,  and  the  first  hundred  boys 
registered  July  1st  of  that  same  year,  February  and  July  being 
the  months  when  the  largest  groups  of  pupils  enter.  Ninety 
percent  of  each  group  were  elementary  school  graduates,  five 
percent  had  finished  only  the  sixth  grade  and  the  remaining  five 
percent  were  either  in  the  seventh  or  eighth  grade  when  they 
entered  the  vocational  school.  As  shown  on  Chart  (>,  page  G5 
at  the  end  of  the  foiirtli  month,  70  of  the  February  group  and 
75  of  the  July  group  were  still  in  the  school.  During  the  next 
two  months  the  February  group  of  one  hundred  lost  fourteen  as 
compared  to  a  loss  of  only  four  from  the  July  class.  In  each 
study  of  this  kind  that  was  made  in  each  of  the  vocational  schools 
the  loss  of  pupils  during  the  first  summer  was  very  much  greater 
than  during  an  equal  number  of  months  at  any  other  time. 

At  the  end  of  the  first  year  52  of  the  February  hundred  and 
63  of  the  July  hundred  were  still  in  the  school.  At  the  end  of  the 
two-year  period  for  the  February  group,  32  of  the  hundred  boys 
were  still  in  school  ready  for  placement  in  industry.  The  July 
group  had  46  of  the  original  number  in  school  at  the  end  of  the 
16th  month. 

The  tendency  in  recent  years  in  all  four  of  the  vocational 
schools  has  been  to  discourage  the  entrance  of  "That  enormous 
class  of  children  who  leave  school  at  fourteen  years  of  age  though 
still  far  from  completing  the  elementary  school  course,"  and  limit 
the  attendance  to  those  who  are  elementary  school  graduates. 


Day  Vocational  Schools 


65 


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O     I234S6769I0II  IZI3I4IS1GI7  I&I9Z0ZI1 

BOYS  VOCATIONAL  SCHOOL 

This  chart  shows  the  enrollment  month  by  month  of  two 
groups  of  one  hundred  pupils  each  who  entered  the  Boys  Voca- 
tional School  February  1st,  1915,  and  July  1st,  1915.  It  reads 
as  follows:  Of  the  class  of  100  entering  February  1st,  88  re- 
mained more  than  one  month,  83  remained  more  than  two  months, 
79  remained  more  than  three  months,  etc. 


66  Industrial  Education  Survey 

For  this  reason  a  study  was  made  of  the  record  of  two  groups 
of  boys  who  entered  this  school  after  finishing  the  sixth  grade 
only  of  the  elementary  school.  It  was  necessary  to  go  back  to  the 
year  1914  to  find  enough  boys  of  this  class  entering  in  any  one 
month  to  make  a  large  enough  group  to  study. 

For  the  first  year  the  sixth  grade  boys  remained  in  the  school 
about  as  well  as  the  group  made  up  of  boys,  90  percent  of  whom 
were  eighth  grade  graduates,  but  a  much  smaller  number 
remained  to  the  end  of  the  two  year  course.  The  vacation  period, 
especially  for  the  class  entering  in  February,  marked  a  large 
falling  off  in  attendance.  Whether  this  was  due  to  the  fact 
that  the  work  was  arranged  for  boys  who  had  finished  the  ele- 
mentary school  and  so  was  too  difficult  for  those  who  had  only 
finished  the  sixth  grade  or  due  to  other  causes  we  have  no  means 
of  knowing.  Chart  No.  7  on  page  67  gives  the  record  month  by 
month  for  each  of  these  groups. 

Size  of  Classes:  The  Boys'  Vocational  School  is  the  only  one 
of  the  four  day  vocational  schools  that  has  not  filled  the  position 
of  teachers  of  non-vocational  subjects  with  teachers  who  have 
been  transferred  from  the  elementary  school.  By  a  rule  of  the 
Board  of  Education,  if  elementary  school  teachers  are  transferred 
their  hours  are  not  increased  from  the  five  hour  day  of  the  ele- 
mentary school  to  the  seven  hour  day  of  the  vocational  school, 
but  their  salary  is  increased  |200  over  the  salary  received  in  the 
elementary  school.  When  the  teachers  transferred  from  the 
elementary  school  to  the  vocational  school  have  been  near  the  top 
of  the  salary  schedule  (and  most  of  them  have  been)  the  short 
hours  and  high  salary  have  forced  the  school  to  make  the  aca- 
demic classes  large  in  order  to  keep  the  per  capita-per-hour  cost 
within  reasonable  limits. 

In  this  school  the  teachers  of  academic  subjects  are  employed 
the  same  number  of  hours  a  day  as  the  trade  teachers  and  in  gen- 
eral their  classes  are  no  larger  than  the  shop  classes.  So  it  is 
possible  so  far  as  the  size  of  the  class  is  concerned,  to  have  the  aca- 
demic instruction  as  individual  in  character  as  in  the  trade 
classes.  Seventy-five  per  cent  of  all  the  classes  at  the  time  of  the 
survey  had  a  registration  of  between  18  and  22  pupils  to  the  class. 
In  the  academic  work  only  two  classes  of  over  35  pupils  were 
noted  and  the  smallest  class  had  16  enrolled.  The  small  regis- 
tration in  modeling,  plumbing,  sheet  metal,  woodwork  and  wood 
turning  (each  having  less  than  ten  pupils)  has  made  it  necessary 
to  have  many  small  classes  in  these  trade  courses. 


Day  Vocational  Schools 


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O     l23^S6769IOIII2IS  I4IS  tft  17  IS  191011 

BOYS'  VOCATIONAL  SCHOOL 
This  chart  gives  the  same  data  described  above  for  two  groups 
of  boys  who  entered  the  Boys  Vocational  School,  having  com- 
pleted the  sixth  grade  of  the  elementary  school.  It  reads  as 
follows:  Of  the  class  of  100  entering  February  1st,  1914,  92  re- 
mained more  than  one  month,  86  remained  more  than  two 
months,  etc. 


08  Industrial  Education  Survey 

Courses  of  Study:  The  members  of  tlie  survey  staff  were 
unable  to  secure  any  courses  of  study  in  this  school  either  for 
the  academic  courses  or  the  trade  courses.  The  reason  was  given 
that  the  instruction  was  largely  individual  in  its  nature  and  a 
course  of  study  would  be  a  hindrance  rather  than  a  benefit.  Only 
two  of  the  young  men  teaching  academic  courses  had  had  any 
trade  training  and  but  two  had  more  than  a  year  of  public  school 
teaching  experience  before  being  assigned  to  work  in  this  school. 

Each  of  the  teachers,  who  was  asked  about  a  course  of  study, 
stated  that  on  undertaking  the  work  of  teaching  in  this  school 
he  had  found  no  course,  or  outline,  that  had  been  used  by  the 
previous  teacher  and  that  the  outline  he  was  following  was  one 
he  had  made  himself.  Many  of  the  teachers  interviewed  ex- 
pressed the  need  of  help  in  organizing  their  teaching  material  so 
as  to  be  of  most  benefit  to  the  boys  of  each  trade  group. 

In  February,  the  superintendent  in  charge  of  vocational  ac- 
tivities was  told  of  the  difficulties  in  securing  these  courses  and 
on  May  18th  mailed  the  director  of  the  survey  courses  of  study 
in  automobile  work  and  gas  engine  mechanics,  business  English 
and  industrial  history  including  the  municipal  activities  of  the 
City  of  New  York  and  the  industries  of  New  York  City. 

The  Relation  Between  Academic  and  Trade  Instruction:  In 
spite  of  the  fact  that  the  academic  classes  were  kept  almost  as 
small  as  the  shop  classes,  only  two  trade  courses,  electric  wiring 
and  machine  shop  practice,  enrolled  enough  pupils  to  make  it 
possible  to  have  only  the  boys  of  the  same  term  of  the  same 
trade  in  the  one  class. 

The  program  of  each  academic  teacher  is  such  as  to  require 
that  he  spend  two  periods  each  day  in  some  one  of  the  shops  in 
order  that  he  may  see  what  the  boys  are  actually  doing  in  their 
work. 

Time  was  not  available  to  determine  definitely  just  how  effi- 
ciently the  teachers  of  these  mixed  classes  were  able  to  carry  out 
group  instruction  in  such  a  manner  as  to  correlate  the  academic 
work  with  the  trade  work.  One  science  class  noted  was  made 
up  of  first,  third  and  fourth  term  boys  in  architectural  drawing 
and  boys  from  all  four  terms  in  plumbing.  The  first  term  archi- 
tects were  studying  forces  while  the  third  and  fourth  term  archi- 
tects were  determining  heat  calories.  The  first  and  second  term 
plumbers  were  studying  the  action  of  pumps  and  the  third  and 
fourth  term  plumbers  were  learning  the  properties  of  acids.    In 


Day  Vocational  Schools  69 

an  English  class  made  up  of  boys  from  the  third  and  fourth  term 
of  electric  wiring,  the  pupils  spent  the  period  copying  the  form 
for  a  postal  money  order  into  their  note  books.  In  another  Eng- 
lish class  visited,  one  boy  was  reading  aloud  from  a  book  on  con- 
tracts and  after  each  paragraph  was  read  the  class  was  quizzed 
as  to  its  meaning.  The  teachers  of  trade  mathematics  have  had 
several  years  of  trade  experience  as  well  as  teaching  experience 
and  there  semed  to  be  a  much  closer  correlation  between  the  shop 
work  and  mathematics  than  in  the  teaching  of  any  other  of  the 
subjects  observed  in  the  school. 

Organization  of  Shop  Courses:  The  organization  of  the  shop 
courses  in  this  school  is  different  from  that  in  the  Murray  Hill 
and  the  Brooklyn  Vocational  School.  A  brief  description  of  the 
organization  of  the  work  in  each  department  follows : 

In  the  printing  department,  the  boy  spends  the  first  year  and 
n  half  in  the  composing  room  and  the  press  room  and  a  short 
period  in  the  bookbinding  room.  At  the  end  of  that  period  of 
time,  he  is  allowed  to  specialize  in  hand  composition,  press  work, 
linotype  operating,  monotype  operating,  or  stone  work.  The  boy 
in  this  department  spends  twenty-three  hours  a  week  in  the  shop, 
while  the  boy  registered  in  other  departments  spends- twenty 
hours  a  week  in  shop  work.  The  boy  in  the  printing  department 
has  work  in  English  for  five  periods,  in  drawing  three  periods, 
and  in  science  two  periods  a  week,  while  the  boy  in  the  other 
trade  departments  has  work  in  English  for  three  periods,  in  draw- 
ing six  periods  and  in  science  three  periods  a  week. 

The  work  in  the  electrical  department  is  divided  into  five 
divisions,  as  follows:  (1)  bell,  communicator  and  burglar  alarm, 
(2)  telephone,  (3)  light  wiring,  (4)  motors  (dynamo  and  gene- 
rator) and  storage  batteries,  and  (5)  flash  sign  operating. 

A  boy  in  this  department  spends  a  term  in  each  of  the  first 
three  divisions,  half  a  term  in  the  fourth  division  and  also  a  half 
term  in  the  fifth  division.  First  term  boys  spend  three  periods 
a  week  in  the  wood  shop  and  third  and  fourth  term  boys  spend 
two  periods  a  week  in  the  plumbing  shop,  wiping  joints  and 
splicing  for  lead  and  case  work. 

The  boy  who  enters  the  machine  department  spends  three- 
sevenths  of  his  shop  time  for  the  first  term  in  the  machine  shop, 
two-sevenths  of  his  shop  time  in  the  forge  shop  and  the  remainder 
of  his  time  is  equally  divided  between  the  sheet  metal  shop  and 
pattern  making.  During  the  second  term  he  spends  four-sevenths 


■'.70       .- ^  '.         '        -  -        Industrial  Education  Survty 

of  his  time  in  the  machine  shop  and  three-sevenths  of  his  time  in 
the  forge  shop.  The  second  year  he  is  allowed  to  specialize  in 
machine  shop  work  or  auto-machine  work. 

The  work  in  the  woodworking  department  is  divided  into  three 
divisions:  cabinet  making,  house  construction  and  mill  work. 
The  boy  spends  one-third  of  his  time  in  each  of  the  three  shops. 
The  student  in  the  pattern  making  department  devotes  his  entire 
shop  time  for  the  two  years  to  the  work  in  wood  turning  and 
pattern  making.  The  boy  studying  plumbing  spends  his  entire 
shop  time  for  the  two  years  in  the  plumbing  shop. 

The  student  in  the  architectural  drafting  department  gives 
twelve  periods  a  week  to  the  drawing  room,  two  periods  to  clay 
modeling,  three  periods  to  electrical  work,  three  periods  to  plumb- 
ing and  four  periods  to  woodworking,  two  periods  to  sign  paint- 
ing and  the  remainder  of  his  time  to  academic  work.  The  boy 
specializing  in  mechanical  drawing  spends  fourteen  periods  a 
week  in  the  drafting  room  and  twelve  periods  a  week  in  the 
machine  shop,  auto-machine  shop,  the  sheet  metal  shop,  the  press 
room,  and  the  remaining  fourteen  periods  in  academic  work. 

The  distribution  in  the  different  trade  subjects  of  the  forty 
periods  into  which  each  week  is  divided  is  shown  in  the  accom- 
panying table: 

to 

ft  .a 

a     I    ^     I    I    I     s    I  I'll 
I     I     I     1     i     1     i     Inll 

M  t^~*  -Q  i_j  f-H  hi.  03  n  l22 

(1,  Hw  giii^PH'^  ^ 

Shop  Work 23  20  20  20  20  20  20  14  12 

Drawing    3  6  6  6  6  6  6  12  14 

Mathematics   3  3  3  3  3  3  3  3  3 

English    5  3  3  3  3  3  3  3  3 

Science    2  3  3  3  3  3  3  3  3 

History    1  1  1  1  1  1  1  1  1 

Physical  Training.  ..3  3  3  3  3  3  3  3  3 

Study  0  1  1  1  1  1  1  1  1 

Character  of  the  Instruction  (Shop)  :  There  is  a  great  differ- 
ence in  the  character  of  the  instruction  in  the  various  depart- 
ments. In  the  printing,  woodworking  and  sheet  metal  depart- 
ments considerable  commercial  work  is  produced,  while  in  the 
other  departments  practically  all  of  the  work,  outside  of  repairs 
for  the  school  and  the  equipment,  consists  of  exercises. 

The  work  of  the  printing  department,  where  six  shop  teachers 


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Day  Vocational  ScJiools  71 

are  engaged  and  fifty-two  boys  enrolled,  consists  largely  of  print- 
ing forms,  blanks  and  circulars  for  the  Board  of  Education.  The 
value  of  the  product  of  this  department  amounts  to  about  $1,000 
a  month.  The  fourth  term  boys  are  allowed  to  specialize  in 
linotype,  or  monotype  operating.  It  may  be  noted  that  to  allow 
boys  of  such  limited  composing  room  experience  to  specialize  on 
machine  composition  is  contrary  to  the  established  practice  in  the 
trade  where  boys  are  not  allowed  to  work  on  machines  until  the 
fifth,  or  probationary  year,  and  in  the  schools  maintained  by  the 
manufacturers  of  type-setting  machines  the  attendance  is  usually 
limited  to  those  who  have  considerable  trade  experience. 

Outside  of  the  necessary  electrical  repairs  for  the  school 
building  and  its  equipment,  the  work  in  the  electrical  depart- 
ment consists  largely  of  exercises.  The  number  of  pupils  en- 
rolled in  this  department  makes  it  possible  to  secure  a  careful 
classification  and  grading  of  the  pupils  and  permits  the  school 
to  secure  specially  trained  men  to  teach  the  different  branches 
of  the  trade. 

In  the  auto-machine  shop  the  boys  secure  a  very  thorough 
training  in  the  overhauling  and  repairing  of  many  different  types 
of  cars.  In  the  regular  machine  shop  the  work  consists  largely 
of  exercises  in  classes  that  are  so  large  that  two  boys  are  assigned 
to  each  machine  or  bench  job.  The  machines  are  driven  by  alter- 
nating current  motors  with  which  it  is  difficult  to  secure  a  vari- 
able speed  control  which  is  desirable  for  this  kind  of  work. 

In  the  sheet  metal  shop  the  boy  spends  part  of  his  time  mak- 
ing supplies  for  the  Board  of  Education  and  a  part  of  his  time  in 
developing  problems  in  sheet  metal  work.  The  correlated  draw- 
ing is  taught  in  the  shop  and  consists  of  making  full  scale  draw- 
ings for  the  shop  projects.  In  the  plumbing  department  the  time 
is  about  equally  divided  between  lead  work  and  the  installation 
of  fixtures.  The  boys  also  spend  some  time  in  pipe  fitting.  The 
plumbing  repair  work  in  the  building  is  done  by  the  boys  of  this 
department. 

The  work  in  the  other  departments  is  largely  individual  in- 
struction. The  classes  are  small  and  the  teachers  can  give  each 
boy  considerable  attention.  The  drawing  for  the  boys  specializ- 
ing in  the  different  trades  does  not  seem  to  be  closely  correlated 
with  the  shop  work.  In  several  of  the  trade  departments,  the  shop 
men  teaching  the  drawing  necessary  for  the  working  out  of  the 
shop  problems  and  in  such  cases  it  was  much  more  closely  corre- 


72  Industrial  Education  Survey 

lated  with  the  work  of  the  trade  than  when  the  drawing  was 

taught  by  the  reguhir  teachers  of  drafting. 

The  Teaching  Staff:  The  rules  of  the  Board  of  Education  con- 
cerning the  teachers  in  the  vocational  schools  have  been  sub- 
jected to  several  changes  taking  place  while  this  survey  was 
being  made.  The  salary  schedule  for  regular  teachers  of  voca- 
tional subjects  in  vocational  schools  for  boys  grants  $1,500  for 
the  first  year  with  an  annual  increase  of  $125  until  a  maximum 
of  |2,500  is  reached.  Teachers  assigned  by  the  board  of  superin- 
tendents from  the  elementary  school  where  the  maximum  salary 
is  $2,400  to  teach  non-vocational  subjects  (English,  history  and 
geography)  in  a  vocational  or  trade  school  receive  $200  a  year 
as  additional  compensation.  The  substitute  teachers  of  voca- 
tional subjects  in  these  schools  are  given  $5.00  a  day  and  the 
substitute  teachers  of  the  non-vocational  subjects  receive  $0.60 
an  hour. 

At  the  time  of  making  the  survey  there  were  17  regular  teach- 
ers and  31  substitute  teachers  in  this  school.  Of  the  17  regular 
teachers,  12  were  teachers  of  shop  courses,  three  were  teachers  of 
trade  mathematics  and  two  taught  mechanical  drawing.  Of 
these  17  regular  teachers,  14  had  been  teaching  in  this  school  for 
four  or  more  years. 

This  continuity  of  service  is  not  found,  however,  among  the 
substitute  teachers  who  make  up  two-thirds  of  the  teaching  force. 
Tn  the  printing  shop  nine  different  men  served  as  substitute 
teachers  during  the  two  years  of  1915  and  1916.  Only  one  of  these 
men  taught  all  of  both  years.  There  were  ten  substitute  teachers 
of  electric  wiring  during  the  same  two  years,  only  three  of  whom 
taught  the  two  years.  There  were  four  substitute  teachers  of 
tile  laying  during  these  two  years,  three  different  men  in  1916 
with  terms  of  service  ranging  from  a  single  month  to  six  months, 
although  there  were  no  pupils  reported  for  this  trade  any  month 
of  the  entire  year.  During  the  year  of  1916  two  substitute  teach- 
ers were  employed  to  teach  sign  painting  (one  from  March  to 
December,  the  other  from  May  to  December),  although  the 
monthly  report  of  the  school  gave  no  pupils  registered  for  this 
trade  for  any  one  of  these  months. 

English  is  taught  by  substitute  teachers  who  have  changed 
so  frequently  that  of  the  seven  different  men  employed  since 
January,  1915,  to  teach  this  subject  only  two  have  been  there 
continuously  for  the  two  years.    Eight  different  men  have  acted 


Day  Vocational  Schools  73 

as  substitute  teachers  of  drawing,  not  one  remaining  the  full  two 
years.  Only  one  of  the  substitute  science  teachers  and  but  one 
of  the  teachers  of  history  was  in  the  school  two  years  ago. 

The  teachers  of  academic  subjects  as  well  as  the  teachers  of 
trade  subjects  in  this  school  are  employed  seven  hours  a  day  and 
eleven  months  a  year. 

Building:  The  Boys'  Vocational  School  is  located  in  the  larg- 
est building  devoted  exclusively  to  vocational  work  in  the  city. 
The  building,  originally  a  48-room  high  school  annex,  is  a  sii- 
story  brick  and  stone  structure.  The  students  have  made  many 
alterations  in  the  building,  such  as  removing  partitions,  changing 
the  lighting  fixtures,  laying  floors,  as  well  as  plastering  and  paint- 
ing. As  a  result  of  these  alterations,  the  shops  with  one  or  two 
exceptions,  are  located  in  large,  well  lighted  and  well  ventilated 
rooms. 

The  boys  and  teachers  of  this  school  also  planned  and  erected 
a  large  fireproof  auto-machine  shop  on  an  adjoining  vacant  lot. 
This  shop  is  about  70x80  feet  and  is  large  enough  to  house 
fifteen  automobiles  and  the  necessary  machines  for  repair  work. 

Equipment:  The  Board  of  Education  has  expended  |63,797 
for  the  equipment  in  this  school.  It  is  impossible  to  give  in  thii 
limited  report  a  list  of  all  the  equipment,  but  the  following  brief 
statement  of  the  types  of  machines  and  tools  provided  for  the 
printing  department,  automobile  shop  and  the  machine  shop  will 
give  a  general  idea  of  its  scope. 

In  the  printing  department  are  several  job  presses,  a  cylinder 
press,  power  paper  cutter,  six  linotypes,  one  monotype  and  the 
necessary  composing  room  furniture. 

In  the  automobile  shop  are  thirteen  foreign  and  domestic  auto- 
mobiles of  various  types,  two  lathes  and  the  necessary  bench  and 
hand  tools. 

The  equipment  in  the  machine  shop  consists  of  nine  engine 
lathes,  three  large  drill  presses,  four  spindle  drills,  one  hand 
milling  machine,  one  plane  milling  machine,  one  planer,  two  shap- 
ers,  one  universal  grinder,  three  speed  lathes  and  tool  grinders 
and  the  necessary  tool  and  bench  equipment.  These  machines  are 
driven  b}'  alternating  current  motors  with  which  it  is  difficult 
to  secure  variable  speed  control. 

Records  and  Reports:  The  usual  school  records  in  regard  to 
attendance  and  progress  of  the  pupils  are  kept  in  this  school. 


74  Induttrial  Education  Survey 

Each  teacher  of  the  school  is  assigned  a  certain  number  of  pupils 
with  whose  home  conditions  he  becomes  familiar  and  no  boy  who 
leaves  the  school  is  marked  discharged  until  his  teacher  reports 
upon  why  he  is  leaving  and  whether  he  intends  to  return.  Since 
it  takes  considerable  time  for  the  teachers  to  secure  this  informa- 
tion, (all  of  which  must  be  done  outside  of  school  hours  and  with- 
out any  extra  compensation)  many  boys  are  kept  on  the  register 
for  days  and  weeks  after  they  have  left  school. 

As  was  shown  in  the  section  dealing  with  the  holding  power 
of  the  school,  some  of  the  pupils  who  entered  in  February  and 
July  left  the  school  the  same  month  they  entered.  Month  by 
month  others  dropped  out  while  some  remained  to  the  end  of  the 
two-year  course.  Of  these  four  groups  presented  graphically  in 
Charts  No,  G  and  No.  7,  the  attendance  record  of  the  first 
fifty  of  each  group  that  left  school  was  checked  to  deter- 
mine the  difference  between  the  last  day  each  boy  was  in  school 
and  the  date  that  he  was  discharged  and  his  name  taken  off  the 
register. 

The  record  for  one  of  these  groups  of  fifty  boys  is  tabulated 
below : 

Total  number  of  months  of  actual  attendance  of  the  50  boya 172 

Total  number  of  months  on  the  register  for  the  50  boys 301 

Average  number  of  months  of  actual  attendance  for  each  boy 3.4 

Average  number  of  months  each  boy's  name  was  on  the  register 6 

Discharged  in  less  than  one  month  after  leaving 3 

Discharged  between  one  and  two  months  after  leaving 7 

Discharged  between  two  and  three  months  after  leaving 23 

Discharged  between  three  and  four  months  after  leaving 7 

Discharged  between  four  and  five  months  after  leaving 6 

Discharged  between  five  and  six  months  after  leaving 2 

Discharged  between  six  and  seven  months  after  leaving 2 

Seven  of  the  fifty  boys  did  not  return  to  the  school  at  all 
after  the  first  day  in  which  they  enrolled.  It  took  two  months  to 
get  three  of  these  names  off  of  the  register  during  which  time  they 
were  counted  as  members  of  the  school.  A  month  later  another 
of  the  seven  was  marked  discharged,  two  more  were  discharged 
the  next  month  and  one  was  discharged  five  months  after  he  had 
left  the  school.  The  most  extreme  case  found  in  any  one  of  the 
four  groups  studied  was  that  of  a  boy  who  was  marked  present 
on  his  report  card  on  18  days  and  marked  absent  on  332  days. 
Although  he  was  actually  in  school  less  than  an  average  month 
he  was  counted  as  a  member  of  the  school  for  a  year  and  a  half. 


Day  VocQtionQl  Schools  76 

111  the  other  vocational  schools  the  pupils'  names  were  kept  on 
the  register  not  more  than  a  few  days  after  they  left  school. 

Analysis  of  Costs:  Tliere  are  so  many  different  methods  of 
determining  school  costs  because  of  the  many  different  factors  to 
be  considered  that  it  is  difficult  to  make  any  statement  regarding 
the  costs  of  instruction  that  is  not  open  to  criticism.  The  finan- 
cial report  of  the  Board  of  Education  shows  the  annual  per  capita 
costs  for  the  past  five  years  of  the  Boys'  Vocational  School  to  be 
as  given  in  the  table  below : 

INSTRUCTION  COSTS— BOYS'  VOCATIONAL  SCHOOL 

Average 
Total  Daily         Cost  Per       Net  Cost 

Year  Cost  Attendauce      Capita       Per  Capita 

1911    .$31,403.08  327  96.03  90.81 

1912  30,196.67  416  87.01  76.91 

1913  41,079.98  475  86.48  73.57 

1914  62,780.19  -      608  103.25  80.15 

1915  70,001.&4  676  103.55  72.68 

The  difference  between  the  cost  per  capita  and  the  net  cost 
per  capita  is  due  to  the  allowance  by  valuation  that  is  made  for 
the  manufactured  product  that  is  used  within  the  school  system. 

While  the  gross  cost  per  capita  has  increased  |17.07  above 
what  it  was  the  year  the  cost  was  the  lowest,  the  net  per  capita 
cost  has  decreased  |18.13  from  that  of  the  year  it  was  the  highest. 
The  annual  per  capita  cost  for  the  high  schools  of  Xew  York  City 
for  the  year  1915  was  |100.68. 

The  annual  financial  report  also  gives  the  cost  on  what  is 
called  a  per  capita-per-hour  basis  which  is  the  average  cost  for 
each  of  the  aggregate  hours  of  instruction  in  the  school.  The 
gross  and  net  per  capita-per-hour  cost  for  this  school  for  the  past 
five  years,  compared  with  the  per  capita-per-hour  cost  for  the  ele- 
mentary schools  for  the  same  period  is  given  in  the  following 
table: 

Net  Cost  Per 
Capita-Per  Hour 
Gross   Per  Net  Co.st  Per        for  Elemen- 

Year  Capita-lVr  Hour     Capita-IVr  Hour       tary  School 

1911 .006  .062  .037 

1912  .057  .051  .043 

1913  .057  .047  .044 

1914  .069  .053  .046 

1915  .071  .05  .045 


76  Industrial  Education  Survey 

The  net  per  capita-per-hour  costs  are  susceptible  of  compari- 
son with  the  other  schools  and  with  other  types  of  educational 
activities,  which  is  not  true  of  the  annual  per  capita  cost. 

In  order  to  show  the  relation  between  the  over  head  expense, 
the  cost  of  instruction  in  the  non-vocational  subjects  and  in  the 
trade  subjects,  a  table  is  given  below  showing  these  costs  dis- 
tributed on  a  per  capita-per-hour  basis.  It  will  be  noted  that 
the  cost  of  the  non-vocational  work  increased  greatly  each  year. 
This  was  due  to  the  fact  that  the  associate  superintendent  at 
present  in  charge  of  vocational  activities  desired  that  the  aca- 
demic instruction  in  this  school  should  be  emphasized  more 
strongly  than  it  had  been  before  he  took  charge  of  the  voca- 
tional work. 

PER  CAPITA-PER-HOUR  CASH  DISTRIBUTION  FOR 


SALARIES  ONLY 

Year 

Other 
Than 
Teachers 

Teachers 
of  Non- 
vocational 

Subjects 

Teachers  of 

Vocational 

Subjects 

Total 

Per-Capita- 

Per  Hour 

for  Salaries 

1914  ... 

.0057 

.0034 

.0401 

.0492 

1915  ... 

.005 

.0051 

.0492 

.0593 

1916  ... 

.0057 

.0129 

.0495 

.0681 

The  data  are  not  available  from  which  it  would  be  possible 
to  make  an  accurate  distribution  of  the  costs  of  the  various 
items  which  go  to  make  up  the  annual  per  capita  costs  of  $103.55 
but  in  round  numbers  the  chief  items  would  be  about  as  follows: 
trade  instruction,  $57.00;  academic  instruction,  $20.00;  supplies, 
?17.00 ;  supervision  of  the  principal,  $6.00.  This  leaves  $3.55  not 
covered  by  these  five  items. 

There  is  also  much  difference  in  the  cost  for  the  several  trades 
in  which  instruction  is  offered.  Woodwork,  which  includes  car- 
pentry, pattern  making  and  the  use  of  wood  milling  machinery, 
has  had  an  average  monthly  register  since  last  July  of  25  boys. 
The  cost  for  salaries  of  the  three  trade  teachers  of  woodwork  is 
|5,875.  Printing,  including  bookbinding,  linotype  and  monotype 
instruction  as  well  as  composition  and  press  work,  has  had  since 
last  July  an  average  of  53  boys  enrolled  in  the  department.  The 
cost  for  salaries  of  the  six  teachers  who  give  all  of  their  time  to 
the  boys  registered  for  printing  is  $8,000.  The  average  registra- 
tion in  plumbing  was  14  boys.  Nine  boys  on  the  average  were 
registered  for  the  course  in  modeling,  ten  for  sheet  metal  and 
none  at  all  for  sign  painting  and  yet  a  trade  teacher  is  employed 


Day  Vocational  Schools  77 

for  each  of  these  groups.  The  annual  per  capita  cost  is  kept  as 
low  as  it  is  (1)  because  two  trades,  electric  wiring  and  machine 
shop  practice,  have  an  average  monthly  register  of  over  200 
pupils  in  each  trade  and  the  lower  cost  of  trade  instruction  in 
these  two  trades  brings  down  the  average  for  them  all,  and  (2) 
because  some  of  the  trade  teachers,  as  in  woodwork,  plumbing, 
sheet  metal,  sign  painting,  and  modeling  devote  part  of  their 
time  to  teaching  boys  from  other  trade  groups. 

SUMMARY: 

1.  Only  architectural  drawing,  electric  wiring,  machine  shop 
practice  and  commercial  design  register  more  than  thirty 
pupils  for  each  course.  Modeling,  plumbing  and  sheet 
metal  were  taught  with  less  than  a  dozen  pupils  for  each 
trade. 

2.  The  Boys'  Vocational  School  holds  a  larger  percentage  of 
the  pupils  to  the  end  of  the  two-yeaar  course  than  is  the 
case  in  the  other  vocational  schools. 

3.  Neither  the  shop  classes  nor  the  academic  classes  were  too 
large  for  efficient  trade  teaching. 

4.  Few  of  the  teachers  were  following  a  definite  course  of 
study  and  as  a  rule  a  new  teacher  made  up  his  own  course 
with  little  help  from  his  superiors  or  his  predecessors. 

5.  Two-thirds  of  the  teachers  in  the  school  were  on  the  sub- 
stitute list  at  15.00  a  day.  The  substitute  teachers  in  the 
school  both  of  trade  and  acadamic  subjects  changed  so  fre- 
quently that  less  than  20  per  cent,  remained  as  long  as 
two  years,  and  40  per  cent,  remained  less  than  six  months. 

6.  With  this  constant  change  of  teachers  there  was  little 
correlation  between  the  academic  and  trade  subjects. 

7.  The  daily  register  of  pupils  was  much  larger  than  the  at- 
tendance as  pupils'  names  were  kept  on  the  records  two 
to  three  months  after  they  had  left  the  school. 

8.  The  small  enrollment  in  over  half  of  the  trade  courses 
offered  has  greatly  increased  the  cost  of  trade  instruction. 

MURRAY  HILL  VOCATIONAL  SCHOOL 

Location:  The  Murray  Hill  Vocational  School,  which  was 
opened  March  31,  1914,  is  located  on  37th  and  38th  streets.  The 
school  is  within  a  few  minutes'  walk  of  the  subway,  the  2nd 
Avenue  elevated  and  the  3rd  Avenue  elevated. 

Classification  of  Pupils  for  the  Several  Trades:  In  this  school 
the  choice  of  the  boy  is  almost  always  the  deciding  factor  as  to 
the  trade  to  be  studied.    A  boy  who  enters  a  vocational  school 


78  Industrial  Education  Survey 

usually  does  so  because  he  has  made  up  his  mind  that  he  wants 
to  learn  a  certain  trade,  and  if  there  is  room  in  that  department, 
he  is  given  a  chance  to  see  how  closely  anticipation  and  realiza- 
tion are  correlated.  If  he  shows  "exceptional  proficiency  in  the 
first  trade  chosen,  he  is  permitted  to  confine  his  work  to  that 
trade,"  otherwise  he  selects  different  trades  from  different  dis- 
tinct trade  groups  until  he  finds  the  trade  where  he  can  do  the 
most  satisfactory  work. 

The  trade  subjects  offered  in  this  school  as  given  in  the  1914-15 
annual  report  and  the  distribution  of  the  students  in  the  several 
trade  subjects  for  the  month  of  March,  1917,  as  stated  in  the 
principal's  monthly  report  to  the  superintendent,  are  given  in 
the  table  below: 

1.  Wood   work— 14  4.     Drafting— 62 

1.  Joinery  1.  Mechanical  drawing — 58 

2.  Cabinet  making  and  finishing  2.  Architectural   drawing — 4 

3.  House   carpentry  3.  Making    and    reading    blue 

2.  Metal  Work — 99  prints 

1.  Plumbing  and  gas  fitting — 34     5.     Advertising — 9 

2.  Automobile  repair — 65  1.    Sign  painting — 9 

3.  Electrical  work — 103  2.    Display  and  show  cards 

1.  Electric  wiring  installation —  6.    Printing — 39 
103  1.    Composition 

2.  Instrument  making  2.    Imposition 

3.  Electrical  signs  3.    Press  work 

4.  Electro-plating  4.    Proofreading 

Holding  Power  of  the  School:  The  school  report  for  the  year 
1914-1915  shows  an  average  daily  register  for  the  year  of  209 
pupils,  an  average  daily  attendance  of  180,  a  percentage  of  at- 
tendance of  86.  For  the  year  1915-1916,  the  corresponding  figures 
were  237  register,  217  attendance,  or  a  percentage  of  91.5.  It  is 
possible  to  conceive  of  a  school  with  an  enrollment  of  one  hun- 
dred pupils  that  discharged  five  pupils  and  admits  five  new  pupils 
each  school  day.  At  the  end  of  the  month,  although  all  of  the 
original  hundred  pupils  had  left,  the  school  would  have  an 
average  daily  attendance  of  one  hundred  and  consequently  the 
school  could  show  an  attendance  record  of  one  hundred  per  cent. 
It  is  also  possible  to  conceive  a  school  with  an  enrollment  of  one 
hundred  pupils,  each  one  of  the  hundred  attending  every  day  for 
the  month.  This  school  that  lost  no  pupils  and  gained  none  would 
also  have  an  attendance  record  of  one  hundred  per  cent.  At  the 
end  of  a  school  year  of  ten  months  our  first  school  would  have 


Day  Vocational  Schools  TD 

registered  one  thousand  dififerent  pupils  each  for  only  a  month's 
instruction,  although  the  attendance  record  would  still  be  per- 
fect. The  second  school  that  kept  its  original  hundred  in  daily 
attendance  for  a  year  would  have  given  a  year's  instruction  to 
each  one  of  the  hundred  while  keeping  its  attendance  record  at 
one  hundred  per  cent.  In  other  words,  the  holding  power  of  the 
school  cannot  be  determined  simply  by  figures  showing  percen- 
tage of  attendance.  The  constant  procession  of  boys  entering 
and  leaving  this  school  is  clearly  shown  by  the  number  of  admis- 
sions and  discharges  month  by  month  and  is  given  in  the  table 

below : 

1915  1916 

Admissions  Discharges     Admissions  Discharges 

January    11  10  2  6 

February 136  25  102  24 

March   22  21  11  23 

April    6  25  5  35 

May 11  23  24  32 

June 6  63*  6  24 

July 81  28  52  29 

Septembor    44  54  44  19 

October     17  31  39  52 

November   9  15  16  17 

December    2  3  2  16 

Total    345  298  303  277 

The  holding  power  of  a  school  may  be  determined  Dy  taking 
the  records  of  each  pupil  who  enrolled  as  a  student  and  finding 
out  how  long  he  attended  or  where  this  is  impractical  because  of 
the  large  number  of  pupils  enrolled,  by  taking  a  representative 
group  of  pupils  who  enter  the  school  and  seeing  how  long  each 
one  of  the  group  remains.  Both  methods  were  used  in  this 
school.  The  Murray  Hill  School  receives  the  largest  increases 
during  the  months  of  February  and  July,  respectively.  The  at- 
tendance records  of  the  first  hundred  pupils  registered  in  the 
admission  book  for  February,  1915,  and  also  for  July,  1915,  were 
tabulated.  Of  the  July  group  half  of  the  hundred  had  left  school 
at  the  end  of  the  first  three  months,  while  of  the  February  group 
one-half  were  gone  at  the  end  of  June  and  two-thirds  of  them  had 
quit  before  the  end  of  Jul}'. 

Chart  No.  8  shows  the  number  remaining  each  month  out  of 
the  first  hundred  pupils  who  entered  the  school  for  the  months 

*58  pupils  sent  to  the  Brooklyn  Vocational  School. 
46  graduates  included  in  discharges  up  to  July,  1916. 


80 


Industrial  Education  Survey 


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MURRAY  HILL  VOCATIONAL  SCHOOL 

This  chart  shows  the  enrollment  month  by  mouth  of  groups 
of  one  hundred  pupils  each  that  entered  this  school  in  February 
and  July,  1915.  It  reads  as  follows :  Of  the  class  entering  July 
1,  1915,  82  remained  more  than  one  month,  57  remained  more 
than  two  months. 


Day  Vocational  Schools  81 

studied.  The  total  enrollment  of  the  Murray  Hill  Vocational 
School  from  the  time  it  was  opened  under  the  control  of  the  Board 
of  Education  to  February  1,  1915,  was  396  pupils.  Of  this  num- 
ber 58  were  registered  as  members  of  the  Brooklyn  Vocational 
School  and  were  transferred  to  that  school  when  it  was  organized 
in  June,  1915.  This  leaves  338  pupils  as  the  register  of  the 
Murray  Hill  School  up  to  February  1,  1915.  Of  this  number  89 
completed  the  course  and  graduated  some  time  between  February 
1,  1915,  and  February  1,  1917,  or  26.3  per  cent.  It  is  interesting 
to  note  that  there  is  only  about  two  per  cent,  difference  between 
the  records  of  the  two  groups  of  one  hundred  pupils  and  the  rec- 
ord of  all  the  pupils  who  entered  the  school. 

Attendance  of  Pupils:  A  study  of  the  attendance  of  these 
same  two  groups  of  pupils  shows  that  one-third  of  the  pupils 
who  remained  more  than  a  month  in  the  school  had  a  perfect 
record  for  attendance.  An  additional  third  averaged  17  or  more 
days  attendance  for  each  month  they  were  in  the  school,  while 
the  third  that  were  poorest  in  attendance  were  present  about 
two-thirds  of  the  time. 

Progress  of  Pupils:  Regularity  of  attendance  and  a  correct 
attitude  toward  his  work  in  the  shop  and  class  room  are  the 
chief  standards  set  up  by  the  school  for  measuring  the  progress 
of  the  pupils.  Since  the  seven-hour  day  provides  time  for  study, 
recitation  and  shop  work  and  the  teachers  of  the  academic  sub- 
jects are  all  skilled,  experienced  teachers  there  is  little  need 
for  formal  examinations  to  determine  how  well  a  pupil  is  doing 
his  work. 

Size  of  Classes:  The  daily  programs  which  the  teachers  of  this 
school  made  out  for  the  survey  staff  show  a  wide  range  in  the 
size  of  the  classes.  The  smallest  was  in  sign  painting  where  for 
eleven  periods  a  week  an  instructor  gave  lessons  to  one  pupil, 
the  only  member  of  the  class.  To  give  this  pupil  instruction  for 
three  hours  a  day,  the  cost  for  the  teacher's  salary  alone  is  a 
little  over  |8.50  a  week. 

The  largest  classes  were  in  non-vocational  subjects.  An  Eng- 
lish class  of  50  pupils,  a  geography  class  of  47,  a  science  class 
of  46  were  the  largest  sections  noted  in  the  school.  The  classes 
in  mechanical  drawing  ranged  in  size  from  7  pupils  to  37;  in 
electric  wiring  from  10  to  39  pupils;  in  English  from  10  to  50 
pupils;  mathematics  from  11  to  42;  sign  painting  from  1  to  18; 


82  Industrial  Education  Survey 

printiDg  from  9  to  17.  The  greatest  difference  in  the  size  of  the 
several  sections  is  due  to  the  great  difference  in  the  number  of 
boys  registered  for  each  trade  subject.  While  the  school  had  an 
average  daily  register  in  1915-1916  of  106  pupils  in  electric  wir 
ing,  the  average  daily  register  for  the  year  in  sign  painting  was 
only  13  and  in  woodwork  only  8.  These  small  trade  groups  are 
further  divided  between  the  four  terms  of  the  course  and  also 
divided  between  shop  courses  and  academic  courses.  To  care  for 
these  small  groups,  without  prohibitive  cost,  either  (1)  the  boys 
of  one  trade  must  be  grouped  together,  irrespective  of  whether 
some  are  just  beginning  the  course  and  others  are  just  finishing 
it,  or  (2)  the  boys  must  be  classified  according  to  the  time  they 
have  been  in  school,  thus  putting  the  boys  studying  several  dif- 
ferent trades  into  the  same  class,  or  (3)  boys  of  different  terms 
and  of  different  trades  are  all  put  together  in  one  section.  All  of 
these  combinations  are  found  in  some  of  the  academic  classes. 

Course  of  Study :  The  members  of  the  survey  staff  realize  that 
conclusions  in  regard  to  teaching  methods  and  the  relative  value 
of  the  subject  matter  taught  cannot  be  determined  by  simply 
visiting  the  class  rooms  and  trade  shops  a  limited  number  of 
times.  For  this  reason  an  earnest  effort  was  made  not  only  to 
secure  from  each  teacher  the  course  of  study  he  was  following 
but  also  to  discuss  with  him  his  methods  and  the  results  he  was 
securing. 

The  principal  refused  to  give  out  copies  of  the  courses  of  study 
the  reason  given  being  that  the  school  had  been  so  recently  es- 
tablished that  courses  were  in  a  state  of  transition.  Some 
months  later  the  superintendent  in  charge  of  vocational  activi- 
ties sent  courses  of  study  in  all  courses  except  plumbing,  wood- 
working, printing,  automobile  repairing  and  science. 

Relation  Bettrcen  Academic  and  Trade  Instruction:  English, 
history  and  geography  are  considered  non-vocational  subjects  and 
the  courses  in  these  three  subjects  are  general  in  their  nature. 
Geography  and  history  are  taught  from  an  industrial  point  of 
view  and  the  aim  of  the  work  in  English  is  to  give  facility  in  the 
use  of  both  the  spoken  and  the  written  language.  The  literature 
required  to  be  read  included  Stevenson's  "Treasure  Island," 
Franklin's  Autobiography,  Irving's  "Sketch  Book,"  Poe's  "Tales 
and  Poems,"  Lamb's  "Tales,"  Shakespeare's  "As  You  Like  It." 

The  time  allowance  for  trade  mathematics  is  the  same  for  all 
trade  subjects.     Since  the  amount  of  mathematics  required  in 


Day  Vocational  Schools  83 

the  trade  for  printers,  plumbers  and  sign  painters  is  slight  aa 
compared  to  the  amount  of  mathematics  the  electrician  and  ma- 
chinist must  know,  the  course  for  the  first  group  of  trade  workers 
is  largely  general  mathenuitics  in  order  to  make  it  extend  over 
the  time  devoted  to  this  subject.  In  general,  however,  it  may  be 
stated  the  opinion  of  the  survey  staff  that  the  trade  mathematicsi 
is  as  closely  correlated  with  each  trade  subject  as  is  i)ossible  un- 
der such  adverse  conditions  as  are  necessary  by  trying  to  give  the 
boys  in  all  trades  the  same  amount  of  mathematics  and  the 
further  diiliculty  of  having  boys  of  different  terms  and  different 
trades  in  the  same  class.  The  difficulties  confronting  the  teacher 
of  trade  mathematics  also  apply  to  the  teacher  in  science. 

The  course  of  study,  giving  the  amount  of  time  in  hours  per 
week  that  are  allotted  to  each  subject  taught  in  the  school  and 
showing  the  amount  of  time  devoted  to  the  trade  instruction  com- 
pared to  the  amount  of  time  devoted  to  the  academic  instruction, 
is  shown  in  the  table  which  was  taken  from  the  1914-15  annual 
report  of  this  school. 

COURSE  OF  STUDY  FOR  TWO  YEARS  (FOUR  TERMS) 

Hours  per  Week 

Subject                                    First  Second  Third  Fourth  Total 

Term  Term    Term  Term   Hours 

English     3  3             3  4  18 

Drawing,  Mechanical  and  Freehand 4  4             4  4  16 

Trade    Mathematics     2  2             3  3  10 

History   and   Civics 2  2            ..  ..  4 

Industrial  CJeography 2  .  .             .  .  .  .  2 

Applied   Sci"nce 2             3  2  7 

Physical  Training  and  Hygiene 11114 

Assembly — Music    1  1             1  1  4 

Study  :  2  hours — English 

2  hours — Mathematics 

1  hour — Use  of  Library 5  5             5  5  20 

Total  hours  academic  work  per  week 20  20  20  20 

Total  hours  trade  work  per  week 15  15  15  15 

Total  hours  of  work  per  week 35  35  35  35 

Trade  Instruction :  The  very  poor  equipment  and  rooms  pro- 
vided and  the  fact  that  a  large  percentage  of  the  boys  leave 
eo  soon  after  they  enter  the  school  necessarily  influences  the 
character  of  the  trade  instruction  in  the  school. 

The  boys  in  the  wood  shop  work  on  projects  to  take  hom« 


84  Industrial  Education  Survey 

and  pieces  of  furniture  for  tlie  scliool.  The  instructor  states  that 
he  attempts  to  give  the  boys  a  thorough  training  in  hand  tool 
work  to  prepare  them  to  go  into  cabinet  and  furniture  shops  as 
bench  workers.  As  was  stated  in  describing  the  equipment, 
there  is  no  machinery  in  this  shop  and  the  room  is  so  small  that 
the  work  is  limited  to  the  usual  manual  training  exercises.  The 
cabinet  drafting  is  carried  on  in  the  shop  room.  The  instructor 
usually  makes  the  designs  for  the  large  pieces  and  the  boys  work 
from  the  full  scale  drawings. 

In  the  plumbing  department  instruction  is  given  in  lead  work 
and  installation  of  fixtures.  The  space  provided  for  this  shop 
is  so  limited  that  the  instructor  has  to  work  out  many  of  the 
installation  problems  in  an  open  court  adjoining  the  shop.  The 
out  of  door  work  depends  to  a  large  degree  upon  favorable  weather 
conditions. 

Very  little  attempt  is  made  to  work  upon  the  equipment 
needed  for  the  school,  although  the  school  needs  many  things 
that  could  be  made  in  the  shops  and  would  furnish  "live"  prob- 
lems for  the  boys  to  develop.  For  example — there  is  a  need  for 
a  number  of  mechanical  drawing  tables  for  the  drafting  depart- 
ments, where  the  work  is  greatly  handicapped  by  the  lack  of 
adequate  equipment. 

The  trade  drawing  for  the  boys  specializing  in  trade  work  is 
largely  general  in  its  nature  and  is  not  definitely  related  to  the 
shop  work.  Most  of  the  drawing  necessary  to  work  out  the  shop 
problems  is  taught  by  the  trade  teachers.  The  following  state- 
ment is  taken  from  the  course  of  study  in  mechanical  and  free- 
liand  drawing  for  the  Murray  Hill  and  Brooklyn  Vocational 
Schools : 

"Pupils  are  taught  the  use  of  T-squares,  triangles,  scales, 
instruments,  etc.,  the  general  principles  of  mechanical  draw- 
ing are  derived  through  the  following  series  of  exercises: 

"Working  drawings;  two  views  of  series  of  prisms,  pyra- 
mids and  cylinders,  showing  various  modifications;  working 
drawings  of  rectangular  blocks:  three  views.  Simple  solids 
and  elementary  geometrical  problems.  This  work  is  followed 
by  exercises  in  lettering,  dimensioning  and  conventional  hatch- 
ings, after  which  a  brief  course  in  development  is  given  in- 
volving the  forms  previously  drawn. 

"The  freehand  drawing  work  consists  of  the  principles  of 
perspective,  proportion,  and  the  technique  of  sketching. 

The  foregoing  fundamental  principles  are  taught  to  the 
students  of  all  trades.  Differentiation  only  takes  place  after 
these  principles  have  been  thoroughly  mastered." 


Day  Vocational  Schools 


86 


Mechanical  and  freehand  drawing  is  done  chiefly  from 
models  from  which  dimensioned  sketches  are  made.  Mechani- 
cal drawings  are  then  made  from  these  sketches,  all  necessary 
dimensions  being  shown.  Perspective  sketches  are  also  made 
of  these  same  objects.  To  gain  practice  in  interpretation  of 
Patent  Office  drawings,  working  drawings  are  made  from 
perspectives.  Inking  in  and  tracing  are  included  in  the 
above. 

The  practical  models  mentioned  under  the  different  trade 
departments  are  distributed  among  the  type  problems.  These 
models  illustrate  the  general  principles.  They  are  not 
grouped  for  use  at  the  end  of  the  course.  They  have  been 
arranged  so  for  convenience  only. 

The  practical  models  mentioned  under  the  electrical  and  wood- 
work departments  follow : 


Electric  Wiring : 
Wiring  Diagrams 
Porcelain  Insulator 
Fuse  Plug 
Battery 
Binding  Post 
Floor  Push 
One-Point  Switch 
Conventional  Threads 
Flat  Push  Button  Plate 
Strap  Key 
Annunciator 
Knife  Switch 
Lightning  Connector 
Buzzer 
Telephone    (general  drawing 

and  details) 
Automatic  Drop 
Bell    (general  drawings  and 

details) 
Standard  Writing  Symbols 
Plan  Beading 
Layout  of  Shop  Problem 


Woodworking : 

Principal  joints  used  in  wood 
work  taken  in  progressive 
order 
Drawings  of   wood   working 
tools  and  details  of  furni- 
ture such  as: 
Book  Rack 
Tabouret 
Umbrella  Stand 
Foot  Stool 
Dining   Room    Chair 

(straight  back) 
Library  Table 
Morris  Chair 
Rocker 

China  Cabinet 
Dressing  Table 
Writing  Table 
Desk 
Plan  Reading 
Layouts  of  Shop  Problems 
Architectural  Perspective 


The  Teaching  Staff:  The  teaching  staff  is  composed  of  14 
teachers  for  full  time  and  one  teacher  of  physical  education  for 
half  time.  Of  these  the  teachers  of  geography,  history,  mathe- 
matics, English  and  one  of  the  two  teachers  of  mechanical  draw- 
ing are  regular  teachers  and  the  others  are  on  the  substitute  list. 

The  teachers  of  the  first  four  subjects  mentioned  are  all  col- 


86  Industrial  Education  8urvey 

lege  graduates  ?vf\  each  has  done  considerable  post  graduate 
work.  They  hare  had  several  years'  experience  in  elementary 
school  teaching  and  were  selected  and  transferred  to  this  school 
when  it  was  first  established  because  of  their  ability  to  teach  aa 
shown  by  their  previous  work.  Each  one  of  the  teachers  of  the 
academic  subjects  has  had  some  trade  training. 

There  has  been  little  change  in  the  corps  of  regular  teachers 
since  the  opening  of  the  school.  Three  of  the  five  teachers  of 
academic  subjects  are  receiving  the  maximum  salary  paid  ele- 
mentary school  teachers,  |2,400,  plus  an  additional  |200  which, 
under  the  rules  of  the  Board  of  Education,  is  granted  to  elemen- 
tary school  teachers  transferred  to  teach  in  vocational  schools. 
For  teachers  so  transferred,  there  is  no  increase  in  the  hours  nor 
lengthening  of  the  school  years  over  what  was  required  in  the 
elementary  school-  This  means  that  the  work  of  the  teacher 
of  academic  subjects  is  so  arranged  that  he  either  has  the  privi- 
lege of  coming  to  school  two  hours  later  than  is  required  of  the 
trade  teacher,  or  he  is  permitted  to  leave  two  hours  before  the 
trade  teacher  finishes  his  day's  work. 

Trade  Teachers:  When  this  school  was  first  established  the 
teachers  of  trade  subjects  were  selected  from  the  substitute  list 
and  at  the  time  of  the  survey  were  still  substitutes  and  were 
teaching  seven  hours  a  day  for  a  salaiy  of  |5.00  a  day.  The 
academic  teachers,  who,  in  some  cases,  receive  almost  three  times 
the  salary  of  the  trade  teachers,  teach  100  hours  a  month,  while 
the  trade  teachers  must  put  in  140  hours  a  month.  In  other 
words,  the  teacher  of  a  trade  subject,  as  printing,  plumbing, 
electric  wiring,  etc.,  receives  71  cents  an  hour  for  teaching  a  shop 
class,  while  the  teacher  of  history,  science  or  English  receives 
$2.G0  an  hour.  The  trade  teachers  were  selected  largely  by  the 
principal  of  the  school.  His  method  has  been  to  find  a  man  in 
the  trade  whom  he  considered  would  make  a  good  teacher  and  per- 
suade him  to  try  the  examination  given  to  substitute  trade  teach- 
ers. If  the  man  was  successful  in  securing  a  substitute  license  he 
was  given  a  position  in  the  school. 

Buildings :  The  quarters  provided  for  this  school  are  the  most 
unsatisfactory  for  vocational  work  of  any  found  in  the  city  of 
New  York,  and  it  is  doubted  that  any  equally  unsatisfactory  exist 
elsewhere  in  the  state.  The  school  plant  is  made  up  of  a  number 
of  old  buildings,  a  four-storj^  elementary  school  structure  facing 


Day  Vocational  Schools  87 

on  37th  street,  an  nnnex,  midway  between  37th  and  38th,  and  a 
number  of  old  brick  houses  facing  on  38th  street.  A  vocational 
school  requires  large,  well  lighted  shops  with  floors  capable  of 
sustaining  the  weight  of  heavy  machinery.  In  no  respect  does 
this  building  meet  these  requirements  as  the  rooms  are  small, 
l)oorly  lighted  and  poorly  ventilated  and  the  floors  are  not  strong 
enough  to  sustain  the  weight  of  heavy  equipment.  Several  of  the 
shops  located  in  the  basement  are  so  poorly  lighted  that  it  is 
necessary  to  use  artificial  light.  The  ceilings  in  these  basement 
shops  are  low  and  the  ventilation  is  so  poor  that  the  pupils  have 
to  work  in  an  atmosphere  that  is  dangerous  to  their  health.  In 
the  plumbing  shop,  for  example,  when  the  pupils  are  working  with 
lead  the  fumes  do  not  have  a  chance  to  escape  properly  and  thus 
the  health  of  the  pupils  and  teachers  is  endangered.  The  Board 
of  Education  has  recommended  that  this  building  be  remodeled. 

Equipment:  The  total  investment  in  equipment  in  this  school 
would  not  be  sufficient  to  provide  for  one  good  vocational  w^ood- 
working  shop.  Many  villages  and  small  cities  in  the  state  provide 
much  better  equipment.  The  difficulties  of  accomplishing  satis- 
factory work  with  the  facilities  provided  in  this  school,  are  evi- 
dent. 

The  woodworking  shop  which  is  located  in  a  low  basement  is 
so  small  that  there  is  no  space  for  the  installation  of  machinery 
or  the  working  out  of  problems  in  house  framing,  stair  building  or 
the  construction  of  large  pieces  of  cabinet  work.  The  equipment 
consists  of  fifteen  small  manual  training  benches,  fifteen  sets  of 
hand  tools,  a  few  special  tools,  clamps  and  glue  pots. 

The  print  shop,  which  is  also  located  in  a  dark  basement  room, 
is  the  best  equipped  shop  in  the  school.  This  equipment  consists 
of  fifteen  cases,  two  small  job  presses,  one  automatic  job  press,  a 
paper  cutter,  imposing  stone,  stitcher  and  other  small  furniture. 

The  drawing  rooms  are  also  small  and  poorly  lighted.  In  one 
of  them  regular  class  room  desks  are  used,  the  other  has  freehand 
draudng  tables. 

Records  and  Reports:  The  school  records  of  each  boy  who 
enrolls  in  the  school  are  full  and  complete  up  to  the  time  he  leaves 
to  go  to  work.  There  is  a  separate  folder  for  each  pupil  in  which 
is  kept  his  complete  school  history.  His  attendance,  communica- 
tions with  and  from  his  parents,  the  reports  of  his  teachers  are 
all  filed  in  the  one  place.  In  addition  a  complete  card  catalog 
■yitem  with  numerous  cross  references  is  kept  up  to  date  and 


88    *  Industrial  Education  Survey 

used  as  a  means  of  training  the  fourth  term  boys  in  office  prac- 
tice. 

The  records  of  the  boys  after  they  have  left  school  is  far  from 
complete  and  little  is  known  of  what  has  become  of  the  boys  who 
failed  to  complete  the  course  which  is  about  three-fourths  of  those 
who  have  enrolled. 

Analysis  of  Costs:  The  financial  report  of  the  Board  of 
Education  shows  that  the  cost  per  capita,  based  on  daily  average 
attendance  for  the  year  1915,  was  |141.35.  This  is  only  exceeded 
by  the  cost  for  the  training  schools  where  the  per  capita  cost  for 
the  same  year  was  |160.38.  The  per  capita  cost  for  the  high 
schools  was  |100.68.  This  same  report  also  gives  the  per  capita- 
per-hour  cost.  For  the  Murray  Hill  Vocational  School  this  per 
capita-per-hour  cost  was  9.6  cents;  for  the  training  schools  16.8 
and  for  the  high  schools  10.7  cents. 

To  give  the  per  capita-per-hour  cost  is  a  much  more  accurate 
method  than  to  give  the  per  capita-per-year  cost,  but  a  further 
analysis  of  the  above  costs  is  enlightening. 

The  table  below  shows  the  relation  between  the  overhead  ex- 
pense and  the  cost  of  instruction  in  the  non-vocational  subjects 
and  in  the  trade  subjects.  The  per  capita-per-hour  basis  of  dis- 
tribution makes  it  possible  to  compare  the  three  boys  vocational 
schools. 

Teachers  Teachers  Total  per 

Other  Than  of  of  Capita  per 

Teachers     Non- Vocational  Vocational  Hour  for 

Tear  Subjects  Subjects  Salaries 

1915 0167  .0280  .0379  .0826 

1916 0154  .0268  .0374  .0796 

As  near  as  can  be  determined  without  consulting  the  data 
which  are  not  easily  secured,  the  distribution  of  the  annual  per 
capita  cost  1141.35,  would  be  about  as  follows:  Supplies  |24, 
supervision  of  the  principal  |11,  academic  instruction  |55,  trade 
instruction  $45,  leaving  |6.35  not  included  in  these  four  items. 

Although  the  average  cost  for  all  the  trades  taught  is  about 
$45  for  trade  instruction,  there  is  much  difference  in  the  cost  for 
the  several  trades  in  which  instruction  is  offered.  Electric  wiring 
that  is  taught  to  large  sections  of  from  19  to  34  boys  in  a  section, 
costs  but  $22  per  capita-per-year  for  trade  instruction,  and  auto 
repairing  costs  $26.  At  the  other  end  of  the  scale  are  woodwork 
where  less  than  a  dozen  pupils  are  registered  and  sign  painting 
where  a  trade  teacher  devotes  six-sevenths  of  his  time  to  six 
pupils. 


Day  Vocational  School*  8d 

SUMMARY: 

1.  The  school  records  for  attendance  show  that  the  school 
does  not  hold  its  pupils.  Half  of  the  pupils  who  enter  the 
school  remain  less  than  five  months  and  only  a  third  of  the 
pupils  remain  as  long  as  a  year. 

2.  The  academic  classes  are  excessively  large  and  made  up  of 
pupils  from  several  trades  and  different  terms  in  the  school. 
Because  of  their  mixed  character  and  size,  correlation  with 
the  shop  work  is  practically  impossible. 

3.  The  equipment  in  the  school  is  so  poor  and  the  facilities 
for  trade  instruction  are  so  inadequate  as  perhaps  to 
account  in  part  for  the  large  pupil  mortality  in  this 
school.  It  would  be  impossible  to  give  some  of  the  trade 
courses  offered,  even  if  there  were  boys  registered  for  the 
course. 

4.  The  shop  instruction  is  largely  exercise  work  and  little 
attempt  is  made  to  work  out  practical  constructive  prob- 
lems. 

6.  The  academic  teachers  who  were  transferred  from  the  ele- 
mentary schools  have  a  five-hour  day  and  receive  |2,600 
for  a  year  of  ten  months.  The  trade  teachers  from  the 
opening  of  the  school  until  March,  1917,  were  on  a  substi- 
tute teacher  basis  and  received  $5  for  a  seven-hour  day. 
The  trade  teachers  have  a  year  of  eleven  months. 

6.  The  building  in  which  this  school  is  conducted  is  in  every 
way  unsatisfactory  for  vocational  school  work.  The  shops 
are  small,  poorly  lighted  and  furnished  with  almost  no 
equipment  that  meets  trade  standards. 

7.  No  record  is  kept  of  the  boys  after  they  have  left  the  school 
if  they  leave  without  completing  the  course.  This  means 
that  no  record  is  kept  of  almost  three-fourths  of  the  boys 
who  have  been  in  the  school. 

8.  Trade  instruction  in  woodworking  and  sign  painting,  be- 
cause of  the  small  enrollment  in  each,  is  more  than  twice 
as  expensive  per  capita  as  for  the  other  trades  taught  in  the 
school. 

BEOOKLYN  VOCATIONAL  SCHOOL  FOR  BOYS 

The  Brooklyn  Vocational  School  for  Boys,  which  was  opened 
in  the  summer  of  1915  under  the  supervision  of  the  principal 
of  the  Murray  Hill  Vocational  School,  has  a  similar  organiza- 
tion. The  school  is  located  on  the  seventh  floor  of  the  Cary  Build- 
ing, which  has  approximately  a  floor  area  of  13,000  square  feet. 
The  layout  of  this  space  is  planned  to  utilize  to  the  greatest 
advantage  every  particle  of  light  and  every  square  foot  of  floor 
area. 


90 


Industrial  Education  Survey 


Classification  of  Pupils  for  the  Trade :  As  in  the  Murray  Hill 
School,  each  boy  is  permitted  to  enter  the  trade  of  his  choice  and 
given  a  tr^'  out  period  in  that  trade.  If  his  work  is  not  excep- 
tionally good  he  is  shifted  from  trade  to  trade  until  he  finds  him- 
self, or  proves  that  he  does  not  care  to  follow  any  of  the  trades 
ofifered  by  the  school.  Tiie  distribution  of  the  boys  for  the  dif- 
ferent trades  taught  was  iis  follows  in  March,  1017: 


Wood   work— 32                                      4. 

I  h'afting — ;"r> 

1.    Joinery 

1.    Mechanical — 55 

2.    Cabinet  making  and  finishing 

2.    Architectural 

3.    House  carpentry 

3.    Making    and    reading    blue 

iSfetal  work — 71) 

prints 

].     MiM'hini'  shop  pr:;!i;:-                  ."». 

(Jarment  design — 24 

2.    Tool  and  die  making 

1.    Cutting 

3.      Sheet  metal  work 

2.    Designing 

Electric  work — 87                                    <;. 

I'rinting — 46 

1.    Electric     wiring    and     instal 

1.    Composition 

lation 

2.    Imposition 

2.    Instrument  making 

3.    Proof  reading 

3.    lOlectric  signs 

4.    Press  work 

4.    Electro-plutiufi 

Holding  Poicer  of  the  >ichool'.  Since  the  school  was  not 
opened  until  June,  1915,  its  holding  power  for  the  full  two-year 
course  has  not  3'et  been  demonstrated.  The  1915-16  report  of 
this  school  gives  the  average  daily  register  for  the  school  year  as 
237,  the  average  daily  attendance  as  217  and  from  these  two 
numbers  the  percentage  of  attendance  is  figured  as  91.5.  Since 
an  average  of  ten  percent  of  the  enrollment  leave  each  month 
to  be  replaced  by  new  boys  who  are  admitted,  the  91.5  percent 
of  attendance  does  not  present  a  true  picture  of  the  real  at- 
tendance. 

The  record  of  the  first  hundred  pupils  who  entered  the  school 
exclusive  of  those  transferred  from  tlie  Murray  Hill  School,  is 
shown  in  Chart  No.  9.  For  a  basis  of  comparison  with  the  July 
class  in  this  school,  as  well  as  with  the  February  and  July  classes 
in  the  other  vocational  schools,  a  study  was  made  of  the  first  hun 
dred  pupils  who  entered  the  school  in  February,  1916. 

The  two  groups  show  practically  the  same  loss  from  month  to 
month.  At  the  end  of  the  third  month  28  per  cent,  of  the  July 
class  had  quit  and  31  per  cent,  of  the  February  class.  At  the 
end  of  the  first  year  there  remained  in  the  school  151  per  cent, 
of  the  July  class  and  46  per  cent,  of  the  Febmnry  class.    It  seemw 


Day  Vocational  Schools 


91 


CHART  9 
BROOKLYN  VOCATIONAL  SCHOOL  FOR  BOYS 


lOO 

BO 
70 


50 

L 

AO 
30 
20 

10 


\ 

\ 

\ 

Z 

c 

\ 

< 
\ 

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N 

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iTH 

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s 

^ 

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Tl 

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c\ 

AS 

S  E 

nn 

IRJ 

Ke- 

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r 

(J) 

M 

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F 

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V 

E 

A 

R. 

^     I    Z   3  4  S  6  7   8  9  10  II  12. 65  !4  IS  1^  17  SS  t^  XOXI 2Z 


This  chart  shows  the  enrollmeut  month  by  month  of  two 
groups  of  one  hundred  pupils  each  who  entered  this  school  in 
February  and  July,  1916.  It  reads  as  follows:  Of  the  class  en- 
tering in  July  89  remained  more  than  one  month,  75  remained 
more  than  two  months,  etc. 


92 


Industrial  Education  Survey 


reasonable  to  assume,  therefore,  that  something  like  50  per  cent, 
of  the  pupils  who  enter  this  school  will  remain  to  the  end  of  the 
first  year  and  between  25  and  35  per  cent,  will  finish  the  two-year 
course.  The  admissions  and  discharges  month  by  month  since 
this  school  opened  are  shown  below : 


1915 


1916 


1917 


January  . 
February 
March  . . . 
April  .... 
May  .... 
June  .... 
July  .... 
September 
October  . . 
November 
December 


\dmia-     Dis-    Admis-     Dis-     Admis-     Dii- 
sions    charges  sions    charges    sions     charges 


Total 


6 

11 

99 

48 

111 

19 

15 

20 

11 

12 

7 

20 

7 

16 

3 

10 

150 

6 

16 

95 

1 

86 

36 

71 

26 

48 

25 

15 

18 

16 

46 

2 

9 

11 

13 

9 

4 

4 

5 

... 

342 

58 

309 

209 

121 

88 

It  was  not  until  January,  1917,  that  any  of  the  "discharges" 
were  due  to  the  fact  that  the  boys  had  finished  the  two-year 
course.  Twenty-three  of  those  who  left  in  January  were  gradu- 
ates and  three  more  graduated  in  March.  The  boys  who  gradu- 
ated before  the  school  had  been  open  two  years  were  boys  who  had 
had  part  of  the  course  at  either  the  Murray  Hill  or  the  Boys' 
Vocational  School. 


Attendance  of  Pupils:  The  pupils  show  an  excellent  record 
for  attendance  as  long  as  they  remain  in  school,  which  speaks  well 
for  the  spirit  of  this  school.  One-half  of  the  pupils  were  almost 
perfect  in  attendance.  An. additional  fourth  of  the  group  were 
present  17  or  more  days  each  month  and  less  than  4  per  cent.  ,of 
the  whole  group  were  absent  one-third  of  the  time. 

Size  of  Glasses :  The  limited  quarters  arranged  for  this  school 
and  the  great  demand  on  the  part  of  pupils  for  a  chance  to 
enter  has  enabled  the  school  authorities  to  secure  a  more  even  dis- 
tribution of  pupils,  as  far  as  the  trade  classes  are  concerned,  than 
is  found  in  the  other  schools.  When  certain  of  the  more  popular 
trades  as  electric  wiring,  mechanical  drawing  and  machine  shop 


Day  Vocational  Schools  93 

practice  registered  pupils  up  to  their  maximum  capacity,  some 
boys  have  been  willing  to  enter  other  trades  rather  than  not  be 
permitted  to  enter  the  school  at  all. 

On  the  other  hand  the  small  total  enrollment  has  brought 
up  many  difficulties  in  regard  to  the  organization  of  the  academic 
classes.  The  sections  in  mathematics,  English,  history  and  science 
range  in  size  from  11  to  61  pupils.  In  order  to  get  all  of  the 
trade  sections  into  the  academic  classes  various  combinations  of 
trade  groups  have  been  made  which  have  tended  to  nullify  any 
correlation  which  might  otherwise  have  been  made  between  the 
trade  work  and  the  academic  work.  It  has  also  been  impossible 
to  put  pupils  of  the  different  terms  in  different  sections. 

Examples  taken  from  the  organization  of  the  classes  in  trade 
mathematics  which  recite  three  times  a  week  will  illustrate  the 
problem  of  arranging  the  classes  in  a  trade  school  that  has  a  small 
enrollment.  Nine  of  the  eleven  groups  have  forty  or  more  pupils 
in  the  class,  one  group  61.  The  pupils  taking  garment  design  are 
in  two  groups,  one  group  having  in  it  pupils  of  the  first  and  second 
terms,  the  other  group  having  the  pupils  of  the  third  and  fourth 
terms.  On  Tuesday,  one  of  these  groups  recites  mathematics 
with  a  group  of  printers  also  made  up  of  pupils  from  two  differ- 
ent terms.  On  Wednesday  they  have  their  mathematics  with 
the  drawing  pupils  of  all  four  terms.  On  Friday  they  have  the 
teacher  and  period  to  themselves.  Woodworkers,  printers  and 
garment  designers,  six  different  term  groups,  go  to  make  up  one 
section  in  mathematics  and  there  is  no  section  where  the  pupilh 
of  one  term  of  one  trade  recite  mathematics  by  themselves.  The 
trade  classes  in  garment  design,  woodwork  and  sheet  metal  range 
from  12  to  18  pupils.  The  printing  and  machine  shop  classes 
enrolled  from  24  to  25  pupils.  In  electric  wiring  and  mechanical 
drawing  where  vacancies  in  the  corps  of  teachers  had  not  been 
filled  at  the  time  the  survey  was  made,  the  classes  had  from  40 
to  50  pupils. 

Courses  of  Study:  What  was  stated  under  this  head  in  de- 
scribing the  Murray  Hill  School  also  applies  to  the  Brooklyn 
Vocational  School,  the  two  being  under  the  supervision  of  the 
same  principal.  The  title  page  of  the  eight  courses  of  study 
which  the  survey  staff  were  able  to  receive  (history,  garment  de- 
sign, electric  wiring,  machine  shop  work,  English,  trade  mathe- 
matics, trade  drawing,  mechanical  drawing),  stated  that  they 
were  made  for  both  schools. 


94  Industrial  Education  Survey 

The  Relation  Between  Academic  and  Trade  Instruction :  The 
general  scheme  of  work  for  the  Brooklyn  Vocational  School  is  the 
same  as  for  the  Murray  Hill  School.  This  gives  a  total  of  20 
hours  a  week  to  the  academic  work  and  15  hours  a  week  to  the 
trade  work.  As  was  pointed  out  in  describing  the  size  of  the 
sections  in  the  academic  work,  the  teachers  of  these  subjects  are 
greatly  handicapped  not  only  by  the  excessive  size  of  the  class 
room  unit  but  also  by  the  mixture  of  boys  of  different  trades  and 
different  terms  of  different  trades  in  the  same  class. 

It  was  not  uncommon  for  a  teacher  to  hear  a  part  of  a 
class  recite  and  then  assign  to  them  a  study  lesson,  next  hear  a 
second  group  recite  and  assign  to  them  a  study  lesson  and  then 
devote  the  remainder  of  the  class  period  to  a  third  group.  In 
some  recitations  the  instruction  was  directed  to  the  middle  term 
groups.  This  gave  the  boys  of  the  fourth  term  work  that  they 
had  already  had  and  left  the  boys  of  the  first  term  perplexed  at 
what  they  could  not  understand.  Another  plan  was  to  present 
matter  that  was  only  new  to  all  of  the  different  divisions  in  the 
class  but  was  so  general  in  its  nature  that  it  was  equally  adapted 
to  each  division. 

In  all  the  classes  the  spirit  shown  between  the  teacher  and 
the  pupils  was  excellent.  The  boys  showed  by  their  attitude  that 
they  liked  and  respected  their  teachers.  There  was  good  attention 
in  class  at  all  times  without  anything  approaching  the  military 
type  of  discipline. 

Shop  Instruction:  The  character  of  the  instruction  in  this 
school  is  practically  the  same  as  the  instruction  in  the  Murray 
Hill  Vocational  School.  The  work  consists  largely  of  graded  ex 
ercises  similar  to  those  found  in  many  high  school  manual  train 
ing  departments.  Very  little  attempt  is  made  to  introduce  prac- 
tical constructive  problems.  The  work  is  also  seriously  handi- 
capped by  lack  of  equipment  and  room.  For  example,  in  the  ma- 
chine shop  there  are  24  boys  in  one  section  and  25  in  the  other. 
The  equipment  provided  will  permit  only  14  boys  to  work 
on  machines  at  one  time  and  as  a  result  part  of  the  class  has  to 
work  at  the  bench  or  two  boys  have  to  be  assigned  to  one  machine. 
In  the  print  shop  the  sections  are  made  up  of  25  and  24  boys  re- 
spectively. The  equipment  and  quarters  are  not  large  enough  to 
accommodate  this  number  and  the  difficulties  of  instruction  are 
greatly  increased  by  the  overcrowding.    The  work  in  the  electrical 


Day  Vocational  ISchools  95 

department  was  also  greatly  handicapped  at  the  time  of  the  sur- 
vey by  large  classes  and  by  lack  of  teachers.  At  that  time  one 
instructor  was  employed  who  had  charge  of  two  shops,  with  two 
sections  each  day  of  forty-six  boys. 

The  work  of  the  drawing  department  at  tlie  time  of  the  survey 
was  general  in  its  character  due  to  the  fact  that  one  instructor 
was  teaching  sections  of  50,  46,  42  and  16  boys. 

The  Teaching  Staff :  The  teaching  staff  was  composed  of  eleven 
teachers  for  full  time  and  one  teacher  of  physical  training  for  half 
time.  The  teachers  of  history,  English,  science,  mathematics  and 
mechanical  drawing  were  regular  teachers  and  the  other  teachers 
of  the  trade  subjects  were  substitutes.  As  in  the  Murray  Hill 
School,  the  teachers  of  science,  history  and  English  are  excep- 
tionally well  educated  men.  They  were  graded  as  excellent  teach- 
ers in  the  elementary  school  and  were  selected  to  teach  in  this 
vocational  school  when  it  first  opened  because  of  their  proven 
abilit3\  No  one  of  the  three  has  had  trade  or  technical  training  or 
experience. 

All  three  of  these  teachers  were  receiving  the  maximum  salary 
in  the  elementary  school  and  with  the  $200  additional  salary 
paid  elementary  school  teachers  on  being  transferred  to  a  voca- 
tional school,  they  are  now  receiving  $2,600  a  year.  The  length  of 
the  school  day  for  these  teachers  who  Were  transferred  from  the 
elementary  school  is  the  same  as  it  was  there — five  hours  a  day. 

Trade  Teachers:  Of  the  trade  teachers  all  were  substitutes 
at  the  time  of  making  the  survey  except  one  of  the  teachers  in 
mechanical  drawing.  One  of  the  trade  teachers  is  a  high  school 
graduate,  another  completed  two  years  of  high  school  work  and 
most  of  the  others  have  taken  evening  courses  in  Cooper  Union, 
the  Polytechnic  Institute  or  evening  trade  schools.  All  have  had 
considerable  trade  experience,  the  average  for  the  group  beingj 
16  j^ears.  The  salary  each  was  earning  just  before  entering  the 
school  as  a  teacher  was  in  most  cases  the  union  scale  for  that 
trade,  $27.50,  $30.00  or  $35.00  a  week.  As  they  were  all  substi- 
tutes each  received  the  regular  pay  for  substitute  teachers,  $5.00 
a  day  for  each  day  the  school  was  in  session.  Each  of  the  trade 
teachers  teaches  seven  hours  a  day. 

Building:  At  the  time  of  the  survey  there  were  seven  shops 
and  five  class  rooms  located  on  the  floor  of  the  loft  building  where 
the  school  is  located.    The  shops  are  very  small  and  the  work  of 


98  Industrial  Education  Survey 

the  school  is  seriously  limited  by  lack  of  room.  The  shops  are 
well  laid  out  and  every  available  square  foot  of  floor  space  is 
used  to  the  best  advantage.  The  lighting  in  most  of  the  shops 
is  very  satisfactory  and  the  ventilation  good.  The  elevator  serv- 
ice in  the  building  is  very  unsatisfactory  because  of  the  great 
delays  in  getting  the  pupils  in  and  out  of  the  school. 

The  principal  of  this  school  points  out  in  his  annual  report 
that  the  present  arrangement  is  but  a  makeshift  and  recommends 
that  a  special  building  be  designed  and  erected  for  vocational 
work  in  the  Borough  of  Brooklyn. 

Records  and  Reports :  In  practically  all  respects  these  were 
identical  with  those  of  the  Murray  Hill  School. 

Analysis  of  Costs:  As  this  school  was  not  organized  until 
June  21,  1915,  the  annual  per  capita  cost  of  $111.21  given  in  the 
financial  report  of  the  Board  of  Education  is  for  only  the  re- 
mainder of  the  school  year.  The  cost  per  capita-per-hour  for  the 
six  months  of  that  year  that  the  school  was  in  session  was  16.27 
cents.  The  fact  that  this  was  twice  the  per  capita-per-hour  cost 
in  the  other  vocational  schools  was  due  in  large  measure  to  the 
fact  that  the  cost  for  supplies  was  almost  as  much  as  the  cost  for 
instruction.  Since  much  of  this  was  spent  for  material  that  will 
be  used  several  years  such  as  textbooks,  charts,  etc.,  the  per 
capita  cost  for  1916  was  probably  much  less.  The  exact  figures 
were  not  available  at  the  time  of  writing  this  report. 

The  relation  between  the  cost  for  overhead  expense  and  the 
salaries  for  academic  and  trade  instruction  is  shown  in  the  table 
below.  Since  the  school  was  being  organized  during  the  year 
1915  the  costs  for  the  two  years  are  not  comparable. 

PER  CAPITA-PER  HOUR  CASH  DISTRIBUTION  FOR 
SALARIES  ONLY 

Teachers  Teachers  Total  per 

Other  than                  of  of  Capita-per- 

Tear                                      Teachers      Non-Vocational  Vocational  Hours  for 

Subjects  Subjects            Salaries 

1915     0242                 .0023  .0656                 .0921 

1916 0043  .0256  .0309  .0608 

The  smallest  register  for  any  trade  course  for  the  month  of 
March,  1917,  was  24  pupils.  The  Boys'  Vocational  School  had 
five  trade  courses  that  month  that  had  ten  or  less  pupils  regis- 
tered and  the  Murray  Hill  Vocational  School  had  one  with  lesi 


Day  Vocational  School  97 

than  ten  registered.    As  pointed  out  before,  it  is  the  small  trade 
class  that  causes  the  cost  to  become  excessive. 

The  diflference  in  the  salary  of  the  academic  teachers  and 
trade  teachers  is  very  noticeable.  Three  teachers  of  academic 
subjects  received  a  total  of  $780  a  month  for  a  total  of  300  hours 
of  teaching.  Eight  trade  teachers  receive  a  total  of  |800  a  month 
for  a  total  of  1,120  hours  of  instruction.  The  per  capita-per- 
hour  cost  for  the  academic  instruction  is  kept  down  in  spite  of 
the  high  salary  and  short  school  day  of  the  teachers  of  these 
subjects,  by  registering  excessively  large  classes  in  these  subjects. 
As  was  pointed  out  in  the  paragraph  describing  the  size  ot 
classes,  this  lower  cost  has  been  secured  at  the  expense  of  corre- 
lation between  the  shop  course  and  the  trade,  efficiency  of  the 
academic  work  has  been  sacrificed  in  order  to  lower  the  cost. 

SUMMARY : 

1.  The  school  is  located  on  the  seventh  floor  of  a  loft  build- 
ing and  has  very  poor  elevator  service.  The  quarters  are 
so  small  that  a  very  limited  number  of  boys  can  be  accomo- 
dated. 

2.  The  boys  are  more  evenly  distributed  among  the  trades 
taught  than  in  the  other  vocational  schools.  The  smallest 
registration  for  any  trade  course  at  the  time  of  making 
the  survey  was  24  in  garment  design ;  woodwork,  the  next 
to  the  smallest,  had  32. 

3.  The  school  has  not  been  organized  long  enough  to 
determine  with  accuracy  how  many  of  its  pupils  will  re- 
main to  the  end  of  the  two-year  course. 

4.  The  academic  classes  are  large  and  mixed.  Boys  of  dif- 
ferent trades  and  different  terms  of  the  same  or  different 
trades  being  in  the  same  class. 

5.  Trade  classes  of  over  46  pupils  both  in  drawing  and  elec- 
trical work  and  24  in  machine  shop  practice  and  printing 
were  taught  in  small  shops  that  were  equipped  for  a  much 
smaller  number  of  pupils.  Contrary  to  the  practice  in 
the  other  vocational  schools  there  were  no  trade  classes  so 
small  as  to  make  the  per  capita  cost  unduly  expensive. 

6.  As  in  the  Murray  Hill  Vocational  School  the  overcrowded 
academic  classes  prevented  close  correlation  between  the 
academic  and  the  shop  instruction ;  the  shop  instruction 
was  mainly  exercise  work  and  the  academic  teachers  re- 
ceived a  much  larger  salary  for  teaching  a  five-hour  day 
than  that  received  by  the  trade  teachers  for  a  seven-hour 
day. 

7.  The  records  are  the  same  in  the  two  schools,  giving  a  com- 
plete record  of  each  pupil's  time  in  school,  but  little  history 
of  what  happens  to  those  who  fail  to  complete  the  course. 


98  Industrial  Education  Survey 

DISTKIBUTION  OF  PUPILS  AND  TEACHERS  IN  THE 

THREE  VOCATIONAL  SCHOOLS  FOR  BOYS 

The  accompanying  table  gives  the  number  of  trades  taught  in 
each  of  the  boys'  vocational  schools,  the  number  of  pupils  regis- 
tered for  each  trade  at  three  months  intervals  since  June,  1915, 
and  the  number  of  teachers  employed  for  each  trade  subject.  The 
first  impression  one  gets  from  examining  the  table  is  that  there 
is  little  relationship  between  the  number  of  boys  registered  for 
a  trade  course  and  the  number  of  teachers  employed.  Neither  does 
there  seem  to  be  any  uniformity  of  practice  between  the  different 
schools  in  this  respect.  Each  of  the  months  for  which  the  data 
are  given  sliows  lliis  very  clenrly.  In  tli"  Boys'  Vocational  School 
six  teachers  are  employed  in  the  printing  department  for  very  few 
more  boys  than  are  handled  by  one  teacher  in  each  of  the  other 
schools.  For  woodwork  in  tlie  Boys'  Vocational  School  three 
teachers  at  salaries  of  |2,250,  |2,125,  and  |1,500,  respectively,  are 
employed  to  teach  woodwork,  where  only  about  half  as  many  boys 
are  registered  as  are  registered  in  the  woodworking  course  in  the 
Brooklyn  Vocational  School,  where  they  are  taught  by  one  sub- 
stitute teacher  who  receives  -fo.OO  a  day.  Sign  painting  has  re- 
quired at  times  three  teachers  and  still  employs  two  teachers  for 
a  register  of  nine  pupils.  The  fact  that  the  sign  painter  at  the 
Boys'  Vocational  School  gives  lessons  in  lettering  to  printers  in- 
creases the  wonder  as  to  why  six  printers  need  this  assistance 
when  in  the  Brooklyn  Vocational  School  one  printer  is  able  to 
teach  almost  as  many  pupils  without  such  assistance.  The  more 
the  table  is  studied  the  more  clearly  it  is  seen  that  the  attempt 
to  teach  the  same  trade  in  all  schools  means  a  great  waste  of 
money  and  energy. 

All  the  pupils  registered  for  sign  painting  are  in  the  Murray 
Hill  School. 


Day  VoratioiKil  iSchools 


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100  Industrial  Education  Survey 

MANHATTAN  TRADE  SCHOOL  FOR  GIRLS 

In  September,  1910,  the  Board  of  Education  took  over  the 
Manhattan  Trade  School  for  Girls  which  had  been  up  to  that  time 
a  private,  philanthropic  institution.  The  aims  and  purposes  of 
the  school  which  have  not  been  changed  since  the  school  was 
founded  in  1901  were  then  stated  to  be : — 

1.  To  train  young  girls  who  are  forced   to   leave  school  and 
become  wage  earners,  to  enter  the  skilled  trades. 

2.  To  imbue  them  with  a  love  and  respect  for  work. 

3.  To  arouse  in  them  a  desire  to  become   the   best   type  of 
workers. 

Trade  Departments :  The  different  trade  departments  of  this 
school  cover  the  work  of  the  needle  trades,  the  electric  power 
machine  operating  trades,  the  pasting  trades  and  a  special  course 
in  embroidery  designing  and  perforating  of  embroidery  patterns. 

Under  the  needle  trades  comes  dressmaking,  children's  cloth- 
ing, lingerie,  lamp  shades  and  millinery.  In  the  power  machine 
operating  classes,  instruction  is  given  not  only  in  the  sewing  of 
women's  and  children's  garments  but  also  in  embroidery,  braid- 
ing, hemstitching,  glove  and  straw  hat  making.  The  pasting 
classes  do  sample  mounting  and  a  variety  of  novelty  work. 

These  trades  were  chosen  because  they  require  some  degree  of 
skill  on  the  part  of  the  worker  in  order  to  enter  the  trade  and 
offer  more  or  less  opportunity  for  advancement. 

Classificatioti  of  Pupils  for  the  Several  Trades :  The  girl  who 
enters  the  Manhattan  Trade  School  must  be  14  years  of  age 
(except  for  elementary  school  graduates)  the  others  being  pupils 
from  the  7th  and  8th  grades  who  are  14  or  more  years  old  when 
they  entered. 

A  girl  in  almost  all  cases  is  permitted  to  enter  the  trade  she 
desires  to  learn  and  about  70  percent  of  all  who  enroll  wish  to 
become  dressmakers.  The  number  who  enter  each  of  the  other 
trades  taught  is  determined  to  a  considerable  extent  by  the  equip- 
ment which  the  school  has  for  teaching  the  trade.  For  instance, 
the  number  of  power  machines  for  straw  hat  sewing  and  glove 
making  is  limited,  and,  obviously,  only  as  many  girls  can  study 
these  trades  as  there  are  machines  where  they  can  work. 

Holding  Power  of  the  School :  This  school  registers  its  largest 
entering  classes  in  February,  July  and  September  although  new 


Day  Vocational  Schoolt 


101 


CHART   10. 
MANHATTAN  TRADE  SCHOOL  FOR  GIRLS 


20X1S 


This  chart  shows  the  enrollment  month  by  month  of  three 
groups  of  one  hundred  pupils  each  that  entered  this  school  in 
February,  July  and  September,  1915.  It  reads  as  follows: — Of 
the  class  entering  July  6,  1915,  one  hundred  remained  more  than 
one  month,  79  remained  more  than  two  months,  etc. 


102  Industrial  Education  Survey 

pupils  are  registered  any  week  during  the  year.  In  order  to 
determine  the  holding  power  of  the  school,  the  records  of,  the  first 
hundred  pupils  that  entered  the  school  during  each  of  these  three 
months  were  studied.  The  effect  of  the  long  summer  vacation  is 
clearly  seen  in  comparing  the  attendance  record  of  these  three 
groups.  For  the  first  six  months  the  holding  power  of  the  school 
upon  those  who  entered  in  February  and  those  who  entered  in 
September  was  practically  the  same,  month  by  month.  There  were 
84  of  each  group  in  the  school  at  the  end  of  the  second  mouth,  61 
of  each  group  at  the  end  of  the  fifth  month  and  57  at  the  end  of 
the  sixth  month.  Then  came  the  vacation  for  the  class  that 
entered  in  February  and  the  reduced  size  of  this  class  aa  com- 
pared to  the  class  entering  in  September  was  very  marked.  The 
July  entering  class  was  very  unstable  as  compared  to  those  who 
entered  in  September  and  in  February.  The  loss  at  the  end  of 
the  first  six  months  was  greater  thau  the  loss  from  the  other 
classes  during  tlie  entire  year.  Some  of  the  pupils  who  enter  this 
trade  school  during  the  month  of  July  do  so  with  the  expressed 
intention  of  spending  only  the  vacation  time  in  the  school  and 
most  of  these  quit  to  go  on  with  their  high  school  work.  Others 
who  enter  in  July  do  so  because  there  are  so  many  girls  desiring 
positions  just  at  this  time,  due  to  the  closing  of  the  schools,  that 
there  are  more  girls  than  there  are  positions  to  be  filled  and  they 
enter  the  trade  school  to  fill  in  their  time  waiting  for  a  chance 
of  employment.  These  quit  as  soon  as  the}^  get  a  job  but  in  many 
cases  the  training  which  they  receive  in  this  short  time  enables 
the  girls  to  get  a  start  in  one  of  the  skilled  trades  instead  of 
being  forced  to  accept  employment  as  errand  girls. 

Attendance  of  PupiU:  A  study  of  the  attendance  of  these  same 
groups  shows  that  the  regular  habits  of  going  to  school  each  day 
were  not  broken  when  the  girl  clianged  from  the  elementary  school 
to  the  trade  school.  Over  a  tliird  of  the  girls  who  remained  a 
month  or  more  showed  an  almost  perfect  record  for  attendance. 
An  additional  third  averaged  from  one  to  two  days'  absence  for 
each  month  and  the  lower  third  on  the  average  from  three  to  six 
days  of  absence  for  each  month  they  were  in  the  school. 

Sizes  of  Classes:  The  classes  in  the  non-vocational  school  sub- 
jects range  in  size  from  15  to  50.  Most  of  the  sections  have 
between  30  and  40  pupils.  In  the  trade  classes  there  is  an  even 
greater  proportional  range.     The  requirements    of    each    trade 


i)ay  Vocational  School  10(3 

determine  the  number  of  teachers  needed.  Not  only  do  some 
trades  require  a  much  larger  number  of  teachers  in  proportion 
to  the  number  of  pupils  than  do  others,  but  certain  operations 
in  each  trade  process  require  that  the  teacher  should  be 
responsible  for  a  smaller  group  than  the  teacher  of  another 
process  of  the  same  trade.  It  can  readily  be  seen  that  the  teacher 
of  elementary  sewing  can  be  expected  to  get  satisfactory  work 
from  a  larger  group  of  girls  than  can  the  teacher  of  advanced 
waist  draping. 

The  Relation  Between  Academic  and  Trade  Instruction:  The 
Manhattan  Trade  School  has  from  the  first  stated  that  its  aim 
was  "to  train  young  girls  forced  to  become  wage  earners  to  enter 
the  skilled  trades."  They  have  assumed  that  if  general  education 
was  desired  by  the  girls  that  they  would  remain  in  the  elemen- 
tary school  or  enter  the  high  school.  Each  of  the  published 
reports  of  the  school  has  greatly  simplified  the  academic  instruc- 
tion and  reduced  the  time  devoted  to  it. 

In  the  Murray  Hill  and  Brooklyn  Vocational  Schools  twenty 
hours  a  week  are  given  to  the  academic  work  and  fifteen  hours  a 
week  to  trade  work.  In  the  Boys'  Vocational  School  tlie  time  is 
equally  divided  between  the  academic  work  and  the  trade  work. 
In  the  Trade  School  for  (lirls  twenty-five  hours  a  week  are  de- 
voted to  trade  practice  and  seven  and  one-half  hours  to  instruc- 
tion in  the  academic  subjects. 

The  time  that  is  devoted  to  the  non-vocational  subjects  is 
confined  entirely  to  work  related  to  the  trade.  The  arithmetic  is 
.simple  measurements  of  materials  and  cost  of  labor  and  materials 
used  in  the  making  of  garments.  The  English  is  the  writing  of 
business  letters  such  as  applying  for  positions,  making  appoint- 
ments and  ordering  goods.  The  course  in  textiles  acquaints  the 
girls  with  the  different  kinds  of  goods,  their  qualities  and  the 
methods  used  in  testing  fabrics. 

Character  of  the  Instruction:  "Instruction  in  the  trade  school 
is  individual.  Classes  are  so  arranged  that  girls  may  enter  at 
any  time,  complete  the  work  of  each  grade  as  rapidly  as  their 
ability  will  permit,  and  pass  on  to  the  next.  In  each  trade  the 
work  is  divided  into  steps  leading  from  simple  beginnings  to 
more  complex  processes,  and  girls  advance  from  table  to  table, 
from  room  to  room,  or  from  machine  to  machine,  in  accordance 
with  their  own  effort  and  ability.    Each  table,  room  or  machine 


104  Industrial  Education  Survey 

has  its  special  tasks,  to  which  a  certain  time  allotment  is  given, 
BO  that  girls  who  cannot  accomplish  tasks  assigned  to  that 
particular  step  within  the  required  time,  soon  recognize  that  they 
will  be  more  than  a  year  in  completing  their  course.  Girls  who 
can  work  ahead  of  scheduled  time  are  given  credit  for  such  time 
as  they  can  save,  and  hence  complete  their  course  in  less  than 
the  required  year.  This  method  of  promotion  places  a  premium 
on  individual  effort  and  gives  a  keen  zest  to  all  of  the  work. 

"In  order  to  gain  promotion  a  girl's  work  must,  of  course, 
reach  certain  required  standards,  otherwise  she  is  kept  back,  and 
expected  to  repeat  it,  or  she  is  urged  to  try  some  other  trade  if 
the  results  of  her  efiEorts  show  no  fitness  for  the  one  she  has 
chosen.  The  fact  that  a  girl  knows  that  she  will  not  be  permitted 
to  go  on  with  her  trade  if  she  cannot  reach  the  requisite 
standards,  is  of  great  help  in  stimulating  her  to  do  her  best. 

Shop  Practice:  "In  each  trade  the  work  is  sub-divided 
according  to  its  particular  needs,  in  the  attempt  to  plan  a  real 
apprenticeship.  Girls  pass  from  process  to  process,  until  a  fairly 
thorough  knowledge  of  underlying  principles  is  acquired.  The 
classes  are  in  reality  trade  work  rooms  where  each  step  is  being 
taught  by  an  expert  in  that  particular  line.  The  teacher  of  a 
group  acts  as  forewoman  or  head  worker,  taking  charge  of  a 
table,  a  room,  or  a  group  of  machines,  as  the  case  may  be.  She 
is  responsible  for  such  portions  of  the  work  as  are  assigned  to 
her  by  the  manager  of  the  shop.  She  works  with  her  girls,  shows 
them  how  to  perform  the  different  parts,  and  sees  that  each  one 
has  a  chance  for  practice  in  the  various  processes.  A  girl  thus 
passes  from  table  to  table,  and  from  room  to  room,  gaining,  in 
the  course  of  a  year,  a  knowledge  of  such  parts  of  the  trade  as 
her  maturity  and  judgment  will  permit.  At  the  end  of  her 
course  she  goes  out  as  a  helper  in  her  trade,  understanding  its 
language  and  ready  to  begin  at  a  level  sufficiently  high  to  insure 
her  advancement  to  higher  and  higher  planes. 

"In  the  trade  school  girls  pass  gradually  in  their  training 
from  teachers,  who  know  how  to  explain  and  demonstrate,  to 
business  women  who  merely  give  directions  which  they  must 
follow.  Because  of  this  painstaking  drill  in  fundamentals  the 
average  trade  school  girl  is  more  likely  to  succeed  than  one  who 
goes  into  trade  without  such  knowledge.  There  is  little  time  for 
explanation  in  a  shop,  and  hence  girls  who  have  a  fair  amount 
of  ability,  but  who  have  not  learned  what  might  be  called  the 


Day  Vocational  School  10& 

'letters  of  their  trade,'  frequently  fall  by  the  wayside.  A  trade 
school  girl,  on  the  other  hand,  has  learned  to  interpret  the  trade 
language,  and  when  told  to  perform  a  certain  piece  of  work  is 
able  to  analyze  her  problem  and  do  it." 

The  Teaching  Staff:  The  two  teachers  of  academic  subjects, 
English,  mathematics  and  textiles,  are  both  graduates  of  the 
Brooklyn  Training  School  and  each  has  taken  several  college 
extension  courses  since  becoming  a  teacher.  Both  were  ele- 
mentary school  teachers  of  experience  who  were  transferred  to 
the  Manhattan  Trade  School  under  the  rule  of  the  Board  of 
Education  permitting  this  to  be  done  and  granting  an  additional 
$200  salary  to  such  teachers  as  were  transferred  to  vocational 
schools.  The  small  number  of  teachers  transferred  under  this 
rule  from  the  large  number  who  might  desire  to  teach  in  a  voca- 
tional school,  because  of  the  freedom  of  the  work  as  well  as  the 
increase  in  salary,  gives  the  chance  of  securing  the  very  best  of 
the  elementary  school  teachers.  As  in  the  case  of  the  Murray 
Hill  School  and  the  Brooklyn  Vocational  School,  where  the  aca- 
demic teachers  were  also  secured  by  transfer  from  the  elementary 
school,  excellent  teachers  have  been  selected.  The  school  day  for 
the  academic  teachers  is  five  hours  in  length,  the  same  as  the 
length  of  the  day  in  the  elementary  school. 

Trade  Teachers:  The  following  positions  and  salaries  for 
trade  teachers  in  this  school  are  recognized  in  the  salary  sched- 
ules of  the  Board  of  Education : 

Head   of   Trade   Department $1,600        $2,000 

Department    Vocational    Teachers 1,000           1,500 

Vocational  Teachers   900          1,100 

placement   and   Investigation   Teachers 1,100           1,400 

Substitute  Head    Teacher    6.00  per  day 

Substitute  Placement   and    Investigation    Teacher 5.00  per  day 

Substitute  Teacher  of  Sewing  4.00  per  day 

Substitute  in    Non- Vocational    Subjects .50  per  hour 

Substitute  Department  Vocational  Teacher 5.00  per  day 

Substitute  in  Vocational  or  Trade  Subjects 5.00  per  day 

Substitute  Teacher  Clerk   4.50  per  day 

Substitute  Assistant  Teacher 3.50  per  day 

Substitute  Trade  Order  Teacher    3.50  per  day 

Substitute  Assistant  Trade  Order  Teacher 2.50  per  day 

Substitute  Assistant  Teacher  Clerk  3.50  per  day 

Substitute  Trade  Helper 1.00  per  day 


106  Industrial  Education  Survey' 

In  probably  no  other  place  in  the  school  system  is  it  more 
difficult  to  adjust  the  machinery  that  was  devised  for  selecting 
and  paying  teachers  of  academic  subjects  to  the  needs  of  a  school 
of  a  different  type.  Although  all  of  the  above  classiticatioiis  were 
made  especially  for  this  school  many  more  should  be  made  to 
secure  the  most  efficient  service.  There  is  no  provision  for  the 
employment  of  teachers  witli  ti-ade  experience  in  specialized  sub- 
division of  the  different  trades  wliich  the  school  teaches.  A  fixed 
salary  rate  for  all  trade  teachers  has  no  relationship  to  the  pay- 
ment for  similar  work  in  trade.  It  tends  to  prevent  the  school 
from  securing  the  services  of  the  best  trade  workers  in  some  of 
the  better  paying  trades  and  pays  some  trade  workers  consider- 
al)ly  more  than  they  could  secure  in  the  trade  itself. 

This  school  is  holding  its  substitute  teachers  much  longer  than 
Ihe  salary  paid  substitute  teachers  in  the  boys'  vocational  schools 
enables  them  to  hold  their  teachers.  Two-thirds  of  the  substi- 
tute trade  teachers  have  been  in  the  school  for  five  or  more  years. 

The  school  has  been  without  a  teacher  of  glove  making  for 
several  months  and  the  machines  have  been  idle,  not  because  it 
was  impossible  to  secure  a  teacher  who  understood  all  about  the 
making  of  gloves,  but  because  it  has  so  far  proven  impossible  to 
secure  a  glove  maker  who  could  pass  the  English  examination 
given  by  the  board  of  examiners. 

Buildings  and  Equipment:  The  building  and  equipment  are 
under  lease  by  the  Board  of  Education.  The  quarters  have  proven 
entirely  too  small  and  a  building  that  will  be  adequate  in  every 
way  for  the  needs  of  the  school  is  now  under  construction.  At 
(he  time  of  entering  into  the  lease  in  1910  a  valuation  of  |5,500 
was  ])laccd  upon  the  equipment  by  the  trustees;  since  then  the 
school,  through  the  profits  made  on  the  sale  of  its  manufactured 
product,  has  been  able  to  purchase  considerable  new  equipment 
each  year. 

Records  of  Pupils'  Work :  "A  record  of  each  girl's  work  is 
kept  from  the  time  she  enters  the  school.  This  is  estimated  in 
quality  of  workmanship,  rapidity  with  which  she  works,  and  her 
attitude  toward  her  tasks.  When  placing  girls  in  trade  these 
records  are  used  by  the  placement  secretary  in  recommending 
them  for  positions  and  in  seeking  for  them  an  op])ortunity  where 
tlieir  particular  talent  will  count  most.  Moreover,  it  helps  the 
school  to  speak  with  some  authority  both  as  to  the  kind  of  service 
a  girl  can  render  and  her  probable  wage  value.    It  has,  too,  given 


Day  Vocational  School  107 

the  girl  an  idea  of  measuring  her  own  efliciency  and  an  under- 
standing of  the  basis  on  which  her  wage  value  may  be  reckoned. 
Each  girl's  trade  record  is  Iccpt  on  file  and  is  continued  as  long 
as  she  is  willing  to  report  back  to  the  school.  The  girls  report 
willingly  and  are  of  great  assistance  in  keeping  the  school  in 
close  touch  with  the  daily  problems  and  difficulties  they  are 
meeting.''  The  employers  are  also  asked  to  report  on  the  work 
of  the  girls  and  state  in  what  respect,  if  any,  their  work  is  unsat- 
isfactory. 

From  the  records  v.hich  were  on  file  a  study  was  made  of  the 
wages  received  bj'  the  girls  who  graduate  from  this  school  in  the 
dressmaking  department  and  the  power  operating  department. 
The  table  below  shows  the  distribution  of  four  groups  of  girls 
according  to  the  weekly  wage  received  at  the  start  and  at  the  end 
of  the  first  year  of  service. 

TABLE    SHOWING    THE    WEEKIvY    WAGE    UECEIVED    BY    GRAD- 
UATES  OF   THE   MANHATTAN   TKADE    SCHOOL   FOR   GIRLS 
AT  THE  START  AND  AT  THE  END  OF  THE  FIRST  YEAR 
OF    APPRENTICESHIP    IN    POWER    OPERATING 
AND    DRESSMAKING 

Weekly  Wage 

$  5.00 

$  6.00 

$  7.00 

$  8.00 

$  9.00 

$11.00 

$11.00 

$12.00 

$14.00 


POWEK  OPESJATING 



DRESSMAKING 

Begiuners 

After 

one 

year 

Beginners 

After 

one  year 

12 

8 

.. 

16 

4 

32 

3 

17 

9 

20 

5 

14 
5 
2 
2 

4 

8 
4 

50 

50 

40 

50 

This  school  has  had  a  placement  department  for  many  years. 
This  department  not  only  places  the  graduates  of  the  school  when 
thej'  first  finish  the  course  but  also  keeps  in  touch  with  the  girls 
and  their  employers.  The  following  table  shows  the  number  of 
calls  that  employers  made  upon  this  department : 

EMPLOYERS'  CALLS  FOR  YEAR  1916-1917 

Drf^ssmnldn;;  nnd   >fispo]lnnoous  Sowing S17 

Millinery     87 

Lamp     Shades 69 

Garment,   Embroidery   and   Straw   Operating 289 

Samples   and    Novelty    134 

1396 


108 


Industrial  Education  Survey 


In  filling  these  positions  both  the  recent  graduates  of  the 
school  and  those  who  had  previously  finished  the  course  and  ap- 
plied to  the  placement  teacher  for  help  in  securing  a  better  posi- 
tion were  used.  The  table  following  shows  the  weekly  salaries 
secured  by  the  237  girls  who  were  going  into  employment  for  the 
first  time.    Nineteen  percent  of  these  were  under  16  years  of  age. 


Dressmaking 
Millinery  . . 
Lamp  shades 
Samples  . . . 
Novelty  .... 
Garment  Op. 
Embroidery 

Op 

Straw  Op.. 
Glove  Op... 


.00  $6.00  $6.50  $7.00  $8.00  $8.50 
3         78        21         44  3 


7 
4 
5 
3 
10 

5 
1 


00  $10.00     Pc.    Total 
..       149 
13 
6 
16 
2  0 

2        12 


12 


16 

16 

1 


93 


23 


79 


18 


16      237 


During  the  year  1916-1917,  619  applications  were  received  from 
girls  who  had  formerly  been  placed  by  this  department.  In  this 
number  there  were  435  dressmakers,  33  milliners,  88  power  opera- 
tors, 44  sample  and  novelty  workers  and  19  who  desired  lamp 
shade  work.     Of  this  number  444  were  placed  as  shown  in  the 

table  below : 

hi 

8 


o    o 

U5      «0 


r- 1      r^r->      <-^r^n^^      OOOOO      O 

(6  t^t^odoDoi^;:!  ?^?3^|3J5  ^ 


22Q 


Dressmaking 
Millinery     . . . 
Lampshades 
Samples     . . . . 

Novelty     

Garment    Op. 

Emb.    Op 

Straw    Op. .  .  . 


Total I   4 


3 

30 

6 

97 

2 

72 

2 

22 

36 

5 

34 

2 

3 

1 

2 

1 

3 

14 

1 

6 

1 

1 

2 

2 

3 

2 

5 

3 

1 

2 

1 

1 

8 

1 

1 

1 

4 
5 
3 

2 
6 
5 

1 
1 
3 

1 
1 

1 

3 

1 

1 

4 

34 

7 

128 

3 

90 

2 

31 

42 

6 

37 

2 

4 

1 

2 

1 

3 

18 

4 
7 
2 

IC 


29 


Commercial  Product:  Four-fifths  of  the  trade  school  program 
is  devoted  to  trade  practice.  This  means  that  it  is  necessary  for 
the  school  to  provide  a  large  amount  of  material  and  it  results  in 
the  school  having  a  considerable  manufactured  product  each  year. 


Day  Vocational  School  109 

marketable  product  in  order  that  the  girls  may  have  the  same 
standard  set  before  them  in  the  school  that  they  will  meet  in  the 
commercial  world  outside  and  also  that  the  girls  may  be  furnished 
with  material  that  in  both  quantity  and  quality  will  furnish  the 
highest  type  of  training.  From  January,  1916,  to  December  31, 
1916,  the  school  used  material  in  their  shops  costing  |11,848.29. 
This  material  when  sold  as  a  manufactured  product  produced 
$19,112.63,  giving  the  school  a  profit  of  $7,264.34.  The  amount 
gained  from  these  sales  is  used  to  purchase  supplies  and  equip- 
ment for  the  school. 

SUMMARY : 

1.  Seventy  per  cent,  of  the  girls  who  enter  this  school  take 
up  dressmaking.  Lack  of  equipment  keeps  the  classes  in 
power  operating  smaller  than  they  would  be  if  all  of  the 
girls  who  desire  to  learn  this  trade  could  be  accommodated. 

2.  Many  girls  who  enter  the  school  do  so  to  get  a  start  in 
some  factory,  and  leave  as  soon  as  there  is  an  opening. 
About  a  third  of  those  who  register  in  the  school  remain 
to  the  end  of  the  course. 

3.  The  academic  work  is  mainly  that  which  is  developed  in 
the  trade  taught  and  so  is  very  closely  correlated  with  the 
trade  instruction. 

4.  The  trade  instruction  is  definite  and  well  graded  so  that 
the  completion  of  one  operation  or  process  leads  directly  to 
one  slightly  more  complicated  and  difficult. 

5.  The  standard  of  the  commercial  shop  is  the  standard  of 
the  school  shop  both  for  quality  of  work  and  speed  on  the 
part  of  the  worker. 

6.  Most  of  the  teachers  of  the  school  are  serving  as  substi- 
tutes on  a  per  diem  salary  schedule.  There  is  little  change 
in  the  teaching  force  compared  with  the  change  of  substi- 
tute teachers  in  the  vocational  school  for  boys.  Two-thirds 
of  the  substitute  teachers  have  been  connected  with  the 
Manhattan  Trade  School  for  five  or  more  years. 

7.  The  present  building  is  totally  inadequate  and  a  large 
building  is  now  being  erected  for  this  school. 

8.  The  records  of  the  pupils,  both  while  in  school  and  after 
they  have  left,  graduates  and  non-graduates,  are  extensive 
and  well  kept. 

REPORT  OF  THE  ADVISORY  COMMITTEE  ON  DAY 
VOCATIONAL  SCHOOLS 

After  studying  the  findings  of  the  survey  of  the  day  vocational 
schools  and  the  surveys  of  the  trades  of  printing,  machine  work, 
carpentry,  and  inside  electrical  work,  and  visiting  the  three  trade 
schools  for  boys,  your  committee  submits  the  following  report : 


110  Industrial  Education  Survey 

The  committee  believe  that  conditions  in  the  above-mentioned 
trades,  as  revealed  b}'  the  various  surveys,  make  it  advisable  for 
the  City  of  New  York  to  maintain  day  vocational  schools  giving 
instruction  that  shall  prepare  young  persons  to  enter  these 
trades  at  16  or  17  years  of  age. 

In  this  connection,  and  for  the  sake  of  clearness,  the  com- 
mittee would  record  their  definition  of  such  schools : 

By  vocational  schools  the  advisory  committee  has  in  mind 
schools  giving  full-time  day  industrial  training  in  the  period  be- 
tween elementary  general  education  and  pre-vocational  training 
on  the  one  hand,  and  the  period  of  employment  on  the  other.  Tlie 
function  of  the  day  vocational  schools  is  regarded  as  that  of  giving 
pre-employment  training. 

In  the  printing  and  machine  trades,  the  committee  believes 
that  there  is  not  only  a  lack  of  ideas  as  to  materials  and  methods, 
that  in  part  at  least  can  be  taught  effectively  to  boys  in  a  pre- 
employment  school,  but  that  each  of  these  trades  is  capable  of 
absorbing  each  year  a  considerable  number  of  boys  of  1(5  or  17 
years  of  age  whose  chances  of  advancement  to  high-grade  posi- 
tions would  be  materially  assisted  by  training  in  such  schools. 

On  the  side  of  the  trade,  such  schools  should  furnish  a  supply 
of  well  prepared  boys  who  have  passed  through  an  extended 
selective  training  and  whose  chances  of  success  in  the  trade  would 
be  greater  than  those  who  have  not  had  such  preparatory  train- 
ing. 

If  maintained  in  close  co-operation  with  the  industries,  such 
schools  should  serve  a  helpful  office  in  adjusting  the  supply  of 
young  workers  to  the  needs  of  the  trades. 

With  the  conditions  existing  in  the  carpentry  trade,  it  is 
evident  that  there  is  not  the  opportunity  for  young  workers  of 
16  or  17  years  of  age  to  enter  the  trade  with  the  chance  for  ad- 
vancement to  high-grade  work  that  is  present  in  the  case  of 
printing  and  machine  work.  Such  openings  are  limited  to  the 
mills  and  shops  dealing  with  high-grade  work  and  to  the  com 
paratively  few  opportunities  presented  for  after  advancement  to 
foremen  and  other  supervisory  positions  in  both  inside  and  outside 
work.  These  opportunities,  however,  seem  sufficient  to  warrant 
the  maintenance  of  pre-employment  classes  of  limited  size  in 
this  trade. 

In  the  trade  of  inside  electrical  work,  the  committee  realize 
that  the  following  conditions  are  present:  first,  it  is  difficult  to  ' 
duplicate  practical  trade  conditions  in  a  vocational  school;  sec- 


Day  Vocational  School  111 

ond,  there  is  a  well  organized  apprenticeship  plan  in  the  trade 
and  many  joung  workers  are  taking  evening  courses  of  instruc- 
tion that  necessarily  lollow  lines  similar  to  those  that  must  be 
dealt  with  in  the  day  schools.  They  believe,  however,  that  such 
classes  are  warranted  if  their  scope  is  widened  to  include  other 
branches  of  electrical  work. 

In  regard  to  the  school  organization  best  fitted  for  such 
training,  they  believe  that  in  the  case  of  printing,  the  instruction 
should  be  given  in  a  central  school,  for  the  reasons  that  more 
complete  equipment  and  a  more  comprehensive  teaching  organi- 
zation can  be  secured,  greater  co-operation  with  the  industry  is 
possible  and  better  control  could  be  had  ov^er  the  numbers  enter- 
ing training  in  relation  to  the  needs  of  the  trade. 

The  extensive  and  differentiated  equipment  of  such  a  school 
would  also  be  of  great  value  in  serving  other  phases  of  instruc- 
tion, such  as  evening  classes  for  journeymen  and  apprentices  and 
part-time  classes  for  the  younger  apprentices. 

The  same  considerations  obtain  in  regard  to  a  central  school 
for  the  machine  trades. 

The  committee  feel  that  instruction  in  carpentry  and  electrical 
work  could  most  effectively  be  maintained  in  a  central  school 
for  the  building  trades  along  with  other  courses  in  this  field. 
While  one  such  school  would,  at  first,  be  all  that  is  necessary, 
other  schools  could  be  added  as  the  need  became  apparent  until 
each  borough  is  provided. 

In  order  to  furnish  effective  vocational  training,  it  is  essen- 
tial that  the  training  shall  be  given  to  a  group  of  individuals  who 
have  already  determined  that  they  wish  to  be  trained  for  that 
particular  trade  or  occupation. 

A  specialized  central  school  backed  by  the  interests  of  the 
trade  dealing  in  part-time  and  trade  extension  classes  and  stand- 
ing before  the  community  as  the  headquarters  of  the  trade,  will 
present  a  situation  much  more  likely  to  attract  a  group  of  pre- 
employment  pupils  who  have  already  formed  their  desire  to  be 
trained  for  that  particular  trade  than  schools  in  which  this 
course  appears  only  as  an  element  among  other  courses. 

The  contact  of  pre-employment  pupils  in  such  a  central  school 
with  the  higher  processes  of  the  trade  and  with  the  workers  in 
the  trade  will  exercise  a  strong  influence  in  retaining  their  at- 
tendance for  the  full  course  of  pre-employment  instruction. 

The  committee  recommends  that  pupils  admitted  to  these 
schools  shall  be  at  least  14  years  of  age  and  have  completed  at 


112  Industrial  Education  Survey 

least  the  sixth  grade  of  school.  They  should  be  required  to  pass 
a  physical  examination  based  on  the  particular  needs  of  the 
trade  in  question.  At  the  end  of  the  first  term  all  pupils  should 
be  rated  carefully  as  to  their  hand  skill  and  industrial  intelli- 
gence, and  those  who  fail  to  give  satisfactory  promise  of  success 
as  trade  workers  should  be  dropped  from  the  school.  The  num- 
bers admitted  should  not  exceed  the  point  where  the  number  of 
graduates  will  be  greater  than  experience  indicates  can  be  ab- 
sorbed by  the  trade.  When  the  demand  for  admission  to  these 
schools  exceeds  the  numbers  so  determined,  competitive  exami- 
nations aimed  to  test  manipulative  skill  and  general  intelligence 
should  be  used  as  a  basis  of  selection. 

Courses  provided  in  the  day  schools  should  include  shop  train- 
ing, directly  related  technical  instruction,  instruction  desirable 
for  citizenship  and  elements  of  general  education.  Material  for 
courses  of  instruction  in  shop  work  and  in  related  subjects  are 
indicated  in  the  analysis  of  the  trades  as  given  in  the  different 
surveys. 

The  committee  recommend  the  organization  of  courses  of 
instruction  on  a  basis  that  will  require  two  years  for  completion 
as  at  present.  They  favor  at  the  same  time  providing  shorter 
unit  courses  in  machine  shop  work  that  will  allow  pupils  who 
cannot  remain  for  two  years  to  enter  the  trade  as  machine  hands 
or  operators. 

In  the  matter  of  the  length  of  school  day,  the  committee 
feel  that  this  should  approach  the  length  of  the  usual  industrial 
day  as  nearly  as  the  physical  development  of  the  pupil  will  ad- 
mit, considerations  being  had  of  the  time  required  for  traveling 
back  and  forth  between  home  and  school.  They  make  no  recom- 
mendation to  change  the  present  time  of  seven  hours.  The  com- 
mittee believe  that  there  should  be  provision  for  this  type  of 
training  for  practically  the  entire  calendar  year. 

The  committee  recommended  that  the  number  of  pupils  as- 
signed to  one  teacher  of  shop  work  shall  not  exceed  16.  In  regard 
to  the  character  of  the  shop  work,  the  committee  recommend 
that  in  the  schools  devoted  to  the  printing  trades,  machine  trades, 
and  building  trades,  there  shall  be  a  certain  amount  of  produc- 
tive work,  not  for  the  sake  of  production,  but  because  in  their 
judgment,  experience  in  productive  work  is  the  only  fully  effi- 
cient method  of  trade  instruction.  They  believe  that  in  many  in- 
stances such  productive  work  can  with  advantage  be  supple- 
mented by  technical  exercises  of  the  laboratory  type. 


Day  Vocational  Schools  113 

In  the  case  of  the  electrical  trade,  the  work  would,  of  neces- 
sity, be  practically  all  of  the  latter  type. 

The  committee  recommend  that  before  any  further  classes 
in  day  vocational  schools  are  opened,  that  equipment  should  be 
provided  that  is  suflScient  in  extent  to  meet  all  the  needs  of  the 
numbers  under  instruction  and  of  a  character  and  quality  that 
conform  to  the  requirements  of  modern  trade  practice. 

The  committee  further  submit  the  following  plan  to  carry 
the  above  recommendations  into  effect:  The  establishment  of 
a  central  school  for  the  printing  trades;  the  establishment  of  a 
central  school  for  the  machine  trades;  reorganization  of  the 
vocational  school  at  138th  Street,  Manhattan,  as  a  school  for  the 
building  trades;  discontinuation  of  the  Murray  Hill  Vocational 
School;  reorganization  of  the  Brooklyn  Vocational  School  as  a 
school  for  the  building  trades. 

Signed, 
Charles  K.  Allen, 
Francis  H.  Wing, 
E.  E.  MacNary, 
L.  H.  Carris. 


EVENING  TRADE  SCHOOLS 

The  Brooklyn  Evening  Technical  and  Trade  School  and  the 
Long  Island  City  Evening  High  and  Trade  School  were  opened 
dnring  the  school  year  of  1905-190G  and  three  years  later  a  third, 
the  Stuyvesant  Evening  Trade  School,  was  added.  The  large 
increase  in  the  number  of  evening  trade  schools  came  during  the 
years  between  1911  and  1914.  In  1911-12  the  Harlem  Evening 
Trade  School  was  opened ;  in  1912-1913  the  Murray  Hill,  the  Tot- 
tenville  and  the  Manhattan  Evening  Trade  School  for  Girls  were 
opened  and  in  1913-1914  the  New  York  Evening  School  of  Indus- 
trial Arts  and  the  Bushwick  Evening  School  were  added.  The 
number  during  the  school  year  1916-1917  is  the  same  as  in 
1913-1914.  These  nine  schools  give  instruction  in  the  men's 
trades  with  the  exception  of  the  Manhattan  Evening  Trade 
School  which  is  for  women  and  the  New  York  Evening  Trade 
School  of  Industrial  Arts  which  is  for  both  men  and  women. 

The  names  of  the  schools  with  their  distribution  by  boroughs 
is  given  below : 

TABLE    SHOWING    NUMBER    AND    DISTRIBUTION    OF 
EVENING  TRADE   SCHOOLS  BY  BOROUGHS 

Borough  of  Manhattan 

Evening  School  of  Industrial  Arts 

Harlem  Evening  Trade  School 

Manhattan  Evening  Trade  School 

Murray  Hill  Evening  Trade  School 

Stuyvesant  Evening  Trade  School 
Borough  of  Brooklyn 

Brooklyn  Evening  Technical  and  Trade  School 

Bushwick  Evening  Trade  School 
Borough  of  Queens 

Long  Island  City  Evening  High  and  Trade  School 
Borough  of  Richmond 

Tottenville  Evening  Trade  School 

Trade  extension  courses  are  also  offered  in  the  following 
evening  elementary  and  high  schools: 

Borough  of  Manhattan 

East  Side  Evening  High  School 

Harlem  Evening  High  School  for  Women 

115 


116  Industrial  Education  Survey 

Borough  of  Manhattan 

XeAV  York  Erei  i-^g  High  School  for  Women 

Public  School  I^'o.  22 

Public  School  Xo.  67 

Public  School  Xo.  95 

Washington  Heights  Evening  High   School 
Borough  of  Brooklyn 

Central  Evening  High  School  for  Women 

Bay  Ridge  Evening  High  School  for  Women 

Public  School  No.  5 

Public  School  No.  126 

Williamsburg  Evening  High  School  for  Women 
Borough  of  Bronx 

Bronx  Evening  High  School  for  Women 
Borough  of  Richmond 

Public  School  No.  14 

Public  School  No.  20 

COURSES  AND  CLASSES 
Courses  offered  and  number  of  classes  in  each  school  at  the 

beginning  of  the  survey  in  December,  1916: 

TRADE   SCHOOLS 

Borough  of  Manhattan 

Evening  ScJiool  of  Industrial  Arts 

Book   Illustration    2 

Costume   Design    3 

Cast   Drawing 1 

Decorative  Design 1 

Jewelry  Design   ,. .  1 

Life  Drawing 1 

Mural    Decoration ,. . . .  1 

Poster  Design 1 

Plastic    Design 1 

Stained  Glass  Design   1 

Textile  Design 1 

Wash  and  Catalogue  Work 1 

Total    15 

Harlem  Evening  Trade  School 

Auto  Mechanics 2 

Blacksmithing  and  Forging    2 

Carpentry  and   Joinery    1 

Commercial   Design    1 

Electric   Wiring    8 

Plan    Reading    2 


Evriiiiuj  Txiilf  Sc]ioolf<  117 

Borough  of  Manhattan 

Harlem  Evening  Trade  School — Continued 

Plumbing    2 

Printing    4 

Monutype    Operating    2 

Linotype    Operating    2 

Mechanical    Drawing    2 

Machine   Shop  Work    2 

Sheet   Metal   Drafting 1 

Structural  Steel  Drafting   1 

Total     32 

Murray  Hill  Evening  Trade  School 

Architectural   Drawing    1 

Baking 2 

Carpentry  and   Joinery    2 

Commercial  Photography   2 

Electrical  Installation    , 4 

Electrical  Engineering   2 

Electric  Theory — Municipal   1 

Gas  Engine  Mechanics    4 

Kelly  Press  Operating 2 

Ladies  Garment  Design 4 

Litho-Photography    ,  .  2 

Machine  Shop  Theory   3 

Mechanical   Drawing 1 

Motion  Picture  Mechanics  2 

Off  set    Printing    2 

Printing 2 

Player  Piano  Mechanics 1 

Plan    Reading 1 

Plumbing 4 

Structural  Steel  Design   1 

Sheet  Metal  Drafting   1 

Surveying     1 

Sign  Painting 2 

Total     47 

Manhattan  Trade  School  for  Girla 

Drafting    2 

Dra  ping    2 

Garment  Operating 6 

Novelty  Work    1 

Special  Machine  Operating  2 

Straw  Machine  Operating 2 

Total    15 


118  Industrial  Education  Survey 

Borough  of  Manhattan 

Stuyvesant  Evening  Trade  School 

Architectural   Drawing    1 

Cabinet   Making 2 

Carpentry  and  Joinery    1 

Chemistry    4 

Electricity — Applied    2 

Electric  Wiring — Advanced 2 

Electric  Wiring   4 

Freehand  Drawing 1 

Forging    1 

Garment  Design 4 

Industrial  Design   1 

Machine  Shop  Praotice 4 

Machine  Shop  Theory   1 

Mechanical  Drawing , 4 

Photography    1 

Pattern   Making 1 

Proof  Reading  2 

Plan  Reading 1 

Physics    2 

Plumbing 4 

Structural  Engineering    1 

Shop  Arithmetic 2 

Steam  Engineering  1 

Total    47 

Borough  of  Brooklyn 

Brooklyn  Evening  Trade  and  Technical  School 

Automobile  Repairing    2 

Automobile  Equipment   1 

Architectural   Drawing 1 

Blacksmithing    1 

Carpentry  and  Joinery  1 

Electrical  Installation   5 

Mechanical  Drawing  5 

Machine  Shop  Work , 5 

Plumbing    2 

Proof  Reading 1 

Pattern  Making 1 

Plan  Reading   2 

Printing 2 

Linotype  Operating 2 

Steam  Engineering 1 

Trade   Dressmaking    2 

Trade  Millinery , , 1 

Total   36 


Evening  Trade  Schools  119 


Borough  of  Brooklyn 

Buthicick  Evening  Trade  School 

Auto  Mechanics 

Applied    Physics 

Carpentry     

Cabinet   Making    

Chemistry     

Electrical   Installation   and   Practice. 

Electricity — Applied    

Freehand  Drawing   

Gas  Engine  Mechanics  

Iron  "Work  Forging   

Mechanical  Drawing 

Machine  Shop  Practice   

Plan  Reading  and  Estimating   

Pattern   Making    

Plumbing    

Ship  Drafting    

Trade  Mathematics   

Sheet  Metal  Work   


Total   28 

Borough  of  Queens 

Long  Island  City  Evening  High  and  Trade  School 

Applied  Electricity    1 

Architectural   Drawing ,.  •  1 

Cabinet  Making   1 

Gas  Engine  Mechanics    , ,. . . .  2 

Machine  Shop  Practice  2 

Mechanical  Drawing , 1 

Total   8 

Borough  of  Richmond 

Tottenville  Evening  Trade  School 


Automobile  Repairing   

Gas  Engine  Mechanics    

Mechanical   Drawing    

Tool  Making    

Terra  Cotta  and  Architectural  Drafting. 

Terra  Cotta  Modeling   

Trade  Carpentry    

Trade    Dressmaking 


Total    8 


120  Industrial  Education  Survey 

TRADE  GLASSES 
EVENING  ELEMENTARY  AND   HIGH   SCHOOLS 

Borough  of  Manhattan 

East  Side  High  School  for  Women 

Weaving     2 

Harlem  Evening  High  School  for  Women 

Costume  Design   2 

Trnrle   Dressmaking    2 

Trade    Millinery 2 

Total    6 

New  Yoi-k  Evening  High  School  for  Women 

Book   Binding    1 

Costume   Design 3 

Trade  Dressmaking   2 

Trade  Millinery 1 

Trade   Embroidery    1 

Total    8 

Puilic  School  No.  67 

Auto  Mechanics   1 

Care  and  Use  of  Boilers 1 

Electrical  Installation    1 

Garment   Designing 2 

Total    5 

Public  School  No.  95 

Architectural  Drawing   1 

Electrical  Installation    1 

Machine  Drawing   ••..••  I 

Machine  Shop  Practice 1 

Modeling 1 

Printing   1 

Sheet  Metal  Work    1 

Wood  Working 1 

Total    8 

Washington  Heights  Evening  High  School 

Trade  Dressmaking   1 

Trade  Millinery 1 

Total   2 


Evening  Trade  ScJwols  121 

Borough   of   Brooklyn 

Central   Evening   High   School   for    Wumen 

Costume   Design    2 

Trade  Drossmakiug    4 

Trade  Millinery  2 

Total    8 

Williamshurg  Erming   High   School 

Costume  Design    2 

Dressmaking    4 

Total    6 

Bay  Ridge  Evening  High  School 

Dressmaking    2 

Millinery     2 

Total    4 

Puilic  School  yo.  5 

Electrical   Installation    1 

Power  Machine  Operating 1 

Sheet  Metal  Work 1 

Trade  Drawing    1 

Total    4 

Public  School  No.   126 

Plumbing    2 

Borough  of  the  Bronx 

Bronx   Evening    High    School 

Costume  Design   2 

Dressmaking  2 

Trade  Millinery    1 

Total    f) 

Borough  of  Richmond 
Pullic  School  No.  14 

Plumbing    1 

Plan  Reading 1 

Total    2 

Public  School  No.  20 

Plan  Reading 1 


122  Industrial  Education  Survey 

Director  for  Evening  Schools:  A  district  superintendent  Is 
assigned  by  the  city  superintendent  to  be  in  direct  charge  of  the 
evening  schools.  The  evening  trade  schools  are  only  a  small  part 
of  the  total  evening  school  work  as  the  number  of  classes  in  these 
schools  is  about  8  per  cent,  of  the  total  number  of  classes  in  the 
evening  schools.  The  present  district  superintendent  assigned  to 
the  evening  schools  has  been  in  charge  of  the  work  since  1914.  Up 
to  the  present  time  there  has  been  no  position  created  by  the 
Board  of  Education  as  director  of  trade  instruction  in  the  evening 
schools. 

Requirements  for  Admission:  Under  a  rule  of  the  Board  of 
Education  the  attendance  in  the  evening  trade  classes  is  limited 
to  men  and  women  engaged  in  trade  work  during  the  day.  Most 
of  the  pupils  in  the  classes  are  over  sixteen  years  of  age,  although 
applicants  between  fourteen  and  sixteen  years  of  age,  having 
proper  legal  work  certificates,  who  state  that  they  are  working 
at  a  trade,  are  admitted. 

The  requirement  that  instruction  in  evening  trade  classes  be 
limited  to  workers  at  some  branch  of  the  trade  became  effective 
in  the  fall  of  1916.  The  rule,  however,  did  not  apply  to  those 
who  were  already  registered  in  trade  classes  and  these  were  per- 
mitted to  continue  in  the  class  as  long  as  they  desired.  This 
report  shows  under  the  heading  "Occupations  of  the  Men,"  the 
extent  to  which  this  requirement  is  operative. 

The  reason  why  so  many  different  occupations  are  represented 
in  so  many  of  the  trade  classes  seems  due  to  the  fact  that  the 
several  principals  of  the  evening  trade  schools  do  not  have  the 
same  interpretation  of  what  constitutes  a  "branch"  in  some  of 
the  trades.  A  clerk  in  an  electric  supply  house  would  in  some 
schools  be  admitted  to  classes  in  electric  wiring.  In  other 
schools  he  would  not  be  permitted  to  enter  the  class. 

For  admission  to  some  classes,  as  proofreading,  steam  engi- 
neering and  industrial  science,  an  educational  standard  is  set 
up  in  most  of  the  schools. 

Advertising:  A  number  of  different  methods  are  used  to 
bring  the  evening  trade  schools  to  the  attention  of  the  men  and 
women  for  whom  these  schools  are  provided.  Most  of  the  schools 
use  display  cards  and  insert  advertisements  in  the  newspapers 
and  trade  journals.  One  school  has  a  publicity  committee  that 
brings  to  the  attention  of  the  papers  such  news  items  concerning 


Evening  Trade  Schools  123 

the  evening  trade  schools  as  are  of  general  interest.  Most  of  the 
schools  have  circularized  employers,  unions  and  individual 
workers.  Some  schools  work  mainly  through  the  student  body 
asking  each  pupil  to  tell  others  of  the  work  of  the  school. 

The  principal  of  the  Totteuville  Evening  Trade  School  in  reply 
to  a  question  asking  what  methods  he  followed  in  securing  pupils, 
gave  the  following  list : 

"(a)  Circulars,  (b)  Newspapers,  (c)  Posters  in  factories,  rail- 
road stations  and  at  ferry  slips,  (d)  Items  inserted  in  technical 
journals  and  in  special  bulletins  and  papers  that  are  issued  in 
the  larger  plants,  (e)  Slides  in  the  moving  picture  houses,  (f) 
Clubs,  unions  and  schools  and  various  civic  bodies  addressed  in 
person  by  the  principal,  (g)  Open  evenings  so  that  visitors  may 
see  what  is  being  done  in  the  shops  and  classes,  (h)  Exhibitions 
are  held  to  which  all  the  apprentices  and  journeymen  are  invited. 
Kecently  more  than  1,500  attended  such  an  exhibition,  (i)  News 
items  inserted  regularly  in  the  local  papers,  (j)  Personal  visits 
made  regularly  to  the  nearby  plants."  Nearly  all  of  the  prin- 
cipals recommended  that  a  general  publicity  bureau  be  estab- 
lished at  a  central  office  to  take  charge  of  the  advertising  for  all 
the  evening  school  work. 

Registration  of  Pupils:  For  more  than  ten  years  the  city 
superintendent  of  schools  has  recommended  that  a  small  regis- 
tration fee  be  charged  pupils  desiring  to  enter  the  evening  school 
and  this  recommendation  has  been  supplemented  year  after  year 
by  the  district  superintendent  in  charge  of  evening  schools.  No 
action  has  been  taken  by  the  Board  of  Education  on  this  recom- 
mendation. 

All  principals  of  the  evening  trade  schools  among  other  ques- 
tions were  asked  if  they  believed  that  a  deposit  fee  should  be 
required  and  also  were  asked  their  opinion  regarding  the  size 
of  the  fee  and  under  what  conditions  it  should  be  returned.  All 
agreed  that  a  fee  should  be  charged,  one  going  so  far  as  to 
state  that  it  would  do  more  than  any  other  one  thing  to  raise 
the  work  of  the  school.  Their  opinions  in  regard  to  the  amount 
of  the  fee  that  should  be  required  ranged  from  one  dollar  to 
ten  dollars.  With  a  single  exception  the  principals  agreed  that 
the  fee  should  be  returned  at  the  end  of  the  term  if  the  pupils' 
record  for  attendance  and  scholarship  has  been  satisfactory. 

The  principals  seemed  to  feel  that  more  time  should  be  allowed 
for  the  examination  of  the  pupils  in  order  that  they  might  be 


124  Industrial  Education  Survey 

classified  and  graded  more  accurately.  One  principal  stated  that 
in  his  opinion  it  would  be  very  desirable  to  have  a  teacher  of  each 
type  of  class  present  during  the  period  of  registration  to  confer 
with  the  pupils  and  help  them  to  secure  just  the  work  they  needed. 

Popularity  oj  Suhjects:  That  some  trade  subjects  attract 
more  pupils  than  do  other  subjects  is  a  fact  that  is  well  known 
to  those  who  have  had  experience  in  the  evening  school  work. 
The  comparative  popularity  of  subjects  in  the  evening  trade 
schools  as  shown  by  the  number  of  classes  and  the  average 
attendance  for  each  trade  group  is  shown  in  the  table  below. 

TABLE  SHOWING  THE  AVERAGE  ATTENDANCE  AND  THE  NUMBER 

OF  CLASSES  IN  EACH  OF  THE  TRADE  GROUPS  OF  THE 

EVENING  TRADE  SCHOOLS : 

1914  1915  1915  1916 
Av.  Att.       Av.  No.  01.       Av.  Att.       Av.  No.  CI. 

Engine  work    109                  7.4  83                  5.4 

Printing  trades    203                   9.8  148                   8 

Metal  work    239  12.2  20S  10.4 

Wood   work    247  13.1  177  9.6 

Women's    occupations 306  14.5  221                  9.2 

Industrial   arts    258  15.6  196  12.0 

Electric  trades   525  23.5  366  18.9 

Industrial  sciences    611  25.7  478  19.4 

Special  trades    459  28  357  22.8 

Drawing  and  design 712  36.1  723  25.9 

Establishment  of  Courses:  When  15  or  more  persons  desire 
a  particular  kind  of  trade  instruction  in  a  certain  trade  school, 
the  principal  of  that  school  sends  in  a  request  that  the  class  be 
established.  If  the  superintendent  in  charge  of  the  evening 
schools,  or  the  board  of  examiners,  do  not  feel  that  this  is  giving 
a  course  already  established  a  new  name,  the  request  is  granted 
and  the  class  is  authorized.  The  report  for  the  evening  schools 
for  1915-1916  lists  over  70  different  kinds  of  trade  courses  in 
which  instruction  was  given  that  year. 

Length  of  Courses:  The  evening  trade  schools  are  in  session 
four  nights  a  week  for  thirty  weeks  but  no  pupil  is  permitted 
to  attend  more  than  two  nights  a  week.  The  schools  are  really 
duplicate  schools,  one  section  meeting  on  Monday  and  Wednesday 
nights  and  the  other  section  on  Tuesday  and  Thursday  nights. 


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Evening  Trade  Schools  125 

However,  the  pupils  enrolled  in  the  Evening  School  of  Industrial 
Arts  and  the  pupils  in  a  lew  special  classes  in  the  other  trade 
schools  are  allowed  to  attend  four  nights.  Practically  all  the 
evening  trade  courses  are  sixty  nights  in  length. 

The  limitation  of  attendance  of  the  students  to  two  nights  a 
week  has  been  in  effect  less  than  two  years  and  has  met  with 
considerable  opposition.  Each  of  the  principals  of  the  evening 
trade  schools  was  asked  whether  in  his  opinion  his  school  was 
more  or  less  effective  because  of  the  change.  While  most  of  the 
principals  agreed  that  the  two  nights  a  week  plan  was  an  improve- 
ment, two  of  them  were  most  emphatic  in  declaring  that  two 
nights  a  week  do  not  afford  sufficient  time  to  do  the  work. 

Organisation  of  Evening  Trade  Classes:  The  wide  range  in 
previous  school  training  and  trade  experience  of  the  puj)ils  in 
the  evening  trade  classes  make  it  a  very  difficult  problem  to  so 
organize  the  classes  as  to  do  efficient  work.  Where  the  school 
sets  up  a  definite  course,  or  program,  to  meet  a  definite  need, 
such  as  the  operating  of  a  special  machine,  or  the  passing  of  an 
examination  necessary  to  secure  a  trade  license,  the  pupils  in 
attendance  were  quite  evenly  graded  in  regard  to  their  occupa- 
tions, training  and  experience.  On  the  other  hand  where  the 
course  was  not  definite  in  aim,  a  wide  diversity  of  occupations 
was  shown. 

Of  the  first  type  were  the  classes  in  lithography  and  garment 
design  and  most  of  the  classes  in  machine  shop  practice  and 
plumbing.  Of  the  second  type  were  many  of  the  classes  in  draw- 
ing and  electric  wiring,  the  wood  working  classes  and  those  in 
industrial  science  such  as  physics,  chemistry  and  trade  mathe- 
matics. 

One  class  in  shop  mathematics  was  composed  of  one  black- 
smith, five  machinists,  one  copy  boy,  four  oilers,  one  errand  boy, 
one  grocery  clerk,  one  engineer,  one  lathe  hand,  one  restaurant 
man,  one  machinists'  helper,  one  tailor,  one  elevator  man,  one 
clerk  and  one  draftsman.  On  the  night  when  the  class  was 
visited,  the  teacher  was  giving  a  lesson  in  sheet  metal  problems. 

There  were  four  office  boys,  one  pattern  maker's  apprentice, 
three  junior  draftsmen,  one  bookkeeper,  one  mason,  one  plumber's 
helper,  three  clerks,  one  iron  worker's  helper  and  three  car- 
penters registered  in  a  course  in  architectural  drawing.  One 
man  who  was  a  plumber  was  interviewed  with  regard  to  the 
work  which  he  was  doing  and  he  said  he  was  working  "problem 


126  Industrial  Education  Survey 

number  twenty-three."  Examination  of  his  work  showed  that  he 
had  copied  twenty-two  geometrical  problems. 

Another  example  of  diversity  of  occupations  is  shown  in  a 
class  of  cabinet  making.  This  class  was  made  up  of  one  insur- 
ance man,  one  telephone  repair  man,  three  clerks,  one  cabinet 
maker,  one  bookbinder,  two  machinists,  one  baby  carriage  manu- 
facturer, one  press  feeder,  one  shipwright,  and  one  boy  engaged 
in  making  blue  prints.  The  work  of  this  class  consisted  largely 
in  making  small  pieces  of  furniture. 

The  distribution  for  each  of  the  more  largely  attended  trade 
classes  is  shown  in  the  ''Summary  of  Other  Trade  Groups"  under 
the  "Occupations  of  Students." 

Size  of  Classes :  Except  in  the  case  of  the  Tottenville  Evening 
Trade  School  which  has  but  a  limited  population  upon  which  to 
draw  and  in  special  cases  where  the  director  of  the  evening 
school  thinks  it  advisable  to  continue  a  class  longer,  a  trade 
class  is  either  combined  or  discontinued  when  the  average  attend- 
ance falls  below  15  pupils.  The  table  below  shows  the  average 
attendance  per  class  for  each  of  the  principal  trade  groups  taught 
in  the  evening  trade  schools. 

TABLE   SHOWING  AVERAGE   ATTENDANCE 

1913-14  1914-15  1915-16 

Wood  work  

Metal  work 

Electrical  trades    

Printing  trades    

Engine  work 

Special  trades    

Drawing   

Women's  occupations   

Industrial   art    

Courses  of  Study:  No  one  topic  has  received  so  much  space 
in  recent  years  in  the  report  of  the  district  superintendent  in 
charge  of  evening  schools  as  has  the  course  of  study  in  the 
evening  trade  classes.  The  report  on  evening  schools  for  the 
year  1911-1912  devotes  20  pages  to  a  discussion  of  evening  trade 
instruction  in  which  it  is  advocated  that  "the  utmost  latitude 
should  be  allowed  principals  in  modifying  a  course  so  that,  so 
far  as  possible,  the  teaching  may  suit  the  needs  of  each  learner 
whether  he  requires  the  knowledge  of  a  whole  course  or  only 


15.4 

18.9 

18.4 

17.7 

18.8 

19.7 

21.9 

22.3 

19.4 

22.5 

20.7 

18.5 

16.7 

14.7 

15.4 

15.7 

16.4 

19.5 

19.5 

20.0 

24.0 

20.2 

21.1 

16.3 

16.9 

16.5 

Evening  Trade  Schools  127 

certain  specific  parts  of  it."  A  list  is  given  of  44  shorter  courses 
in  trade  subjects  to  be  given  for  the  following  year.  The  1912- 
1913  report  gives  nine  pages  to  "Industrial  Education"  in  which 
the  value  of  the  short  unit  course  is  clearly  set  forth  and  a  list 
given  of  12  additional  short  courses  that  had  been  prepared  for 
trade  subjects.  The  1913-1914  report  was  prepared  during  the 
interval  between  the  resignation  of  Dr.  Shiels  and  Mr.  Jenkins' 
assignment  to  the  work  of  the  evening  schools  and  consists 
largely  of  the  statistical  tables  in  regard  to  attendance.  In  his 
first  report,  that  for  the  year  1914-1915,  Mr.  Jenkins  in  describing 
"Short  Unit  Courses  in  Trade  Schools,"  says:  "I  feel  that  the 
success  of  the  'Short  Unit  Course'  has  not  been  what  might  have 
be  different  from  the  mechanical  drawing  taught  in  South 
account  of  the  appointment  of  teachers  and  their  continuation 
in  service.  We  may  need  to  vary  these,  but  this  form  of  trade 
course  I  believe  to  be  so  valuable  and  economic  that  next  session 
special  attention  should  be  paid  to  its  development  and  improve- 
ment." Some  of  the  reasons  given  for  the  lack  of  success  with 
the  unit  courses  were:  (1)  that  the  attendance  for  a  short 
unit  course  made  a  poor  showing  on  the  final  annual  report,  (2) 
selecting  the  right  men  for  the  courses  was  a  serious  problem, 
(3)  teachers  are  out  of  employment  when  a  class  disappears  and 
naturally  desire  to  hold  a  class  for  as  long  a  period  as  possible, 
and  (4)  there  is  much  difficulty  in  analyzing  the  subject  matter  of 
any  trade  course  into  short  units. 

In  the  Evening  School  Keport  for  1915-1916  Mr.  Jenkins 
states :  "I  recommend  during  the  coming  season  that  short  unit 
courses  be  thoroughly  worked  out.  For  this  purpose  it  will  be 
necessary  to  have  standardized  courses  of  study.  The  first  step 
to  be  taken  should  be  the  sending  out  of  a  circular  to  all  teachers 
with  a  request  to  prepare  complete  courses  of  study  in  their 
special  subjects  based  upon  their  experience.  Group  conferences 
of  the  teachers  of  the  various  subjects  should  be  held  for  the 
purpose  of  discussion  and  the  organization  of  small  committees 
to  draw  up  standard  courses  of  study.  There  is  no  reason  in 
the  world  why  mechanical  drawing  taught  in  Harlem  should 
be  different  from  the  mechanical  drawing  taught  in  South 
Brooklyn." 

During  the  session  of  1916-1917,  five  years  after  the  44  shorter 
courses  in  trade  subjects  were  worked  out,  the  members  of  the 
Purvey  staff  were  able  to  find  but  little  results  of  the  five  years' 
agitation   so  far  as  short  unit  courses  were  concerned.     The 


128  Industrial  Education  Survey 

courses  in  the  Manhattan  Evening  Trade  School  for  Women  were 
all  short  unit  courses  of  from  5  to  30  nights  in  length  and  have 
been  since  the  opening  of  the  school.  In  the  Murray  Hill  Evening 
Trade  School  a  24-night  course  was  offered  in  Kelly  press  oper- 
ating and  the  courses  in  plan  reading  in  some  evening  schools 
were  short  units  arranged  for  the  men  of  different  grades. 

The  reply  of  one  of  the  principals  to  a  question  in  regard  to 
the  result  of  his  experience  with  short  unit  courses  sheds  some 
light  on  why  they  are  not  being  used  more  extensively. 

"The  short  unit  courses,  in  my  opinion,  are  a  pure  bluff, 
Five  years  ago  under  the  direction  of  Superintendent  Shiels, 
.  three  of  the  principals  of  the  trade  schools  drafted  the  short 
course  circular  rather  under  protest  and  because  of  the  country- 
wide demand  and  claim  that  it  was  the  solution  for  the  evening 
school  problem.  All  of  us  who  helped  to  draft  that  circular 
expressed  to  Mr.  Shiels  that  the  outlines  suggested  were  no  more 
than  mere  excerpts  from  the  various  syllabi  given  during  the 
winter  by  the  several  teachers,  and  that  on  paper  these  short 
outlines  might  catch  the  eyes  of  interested  individuals  who  might 
apply,  become  interested  and,  once  enlisted  in  the  course,  we 
would  hope  to  retain  them.  In  New  York  City,  with  its  diversi- 
fied groups  of  specialized  industries,  none  of  which  are  certainly 
located  or  grouped  in  large  individual  concerns,  we  have  never 
been  able  to  find  any  real  topic  which  could  be  listed  as  a  short 
course  to  be  taken  by  a  suitably  sized  class." 

This  discussion  of  the  short  unit  course  is  perhaps  partly 
responsible  for  the  fact  that  many  excellent  courses  of  study  in 
trade  subjects  were  found  in  the  evening  trade  schools.  With 
few  exceptions  each  teacher  visited  was  following  a  course  of 
study  which  he  had  prepared  and  was  aiming  to  cover  a  certain 
amount  of  this  course  each  night.  Being  prepared  individually 
however,  there  was  little  agreement  between  the  courses  of  study 
in  the  same  subject  in  the  different  schools. 

Method  of  Selection,  Tenure  and  Salary  of  Evening  Trade 
School  Teachers'.  The  teachers  of  the  evening  trade  schools,  as 
in  all  other  departments  of  the  New  York  City  school  system,  are 
appointed  from  an  eligible  list  which  is  made  by  the  board  of 
examiners.  The  board  of  superintendents  nominates  from  this 
list  persons  to  fill  such  positions  as  are  authorized  by  the  Board 
of  Education  and  their  nominations  are  presented  to  the  Board 
of  Education  for  its  approval.     A  teacher  who  has  received  an 


Evening  Trade  Schools  129 

appointment  to  teach  in  an  evening  trade  school  as  well  as  all 
other  evening  schools,  is  rated  by  the  principal  of  the  school 
"for  instruction,  disciplining  and  ability  to  hold  the  class."  The 
number  of  times  he  has  been  absent  or  tardy  is  also  certified  to 
by  the  principal  at  the  end  of  the  year,  A  teacher  who  has  a 
satisfactory  attendance  record  and  whose  teaching  has  not  been 
called  into  question  by  the  principal  of  the  evening  trade  school, 
or  the  district  superintendent,  is  replaced  on  the  next  season's 
list  together  with  those  teachers  on  the  eligible  list  who  were  not 
reached  and  not  appointed.  The  responsibility  is  placed  upon 
the  principal  of  the  school  for  having  satisfactory  teachers  as 
no  teacher  is  re-appointed  to  an  evening  school  unless  the  prin- 
cipal of  that  school  desires  his  services. 

The  salary  schedule  for  the  evening  trade  schools  is  the  same 
as  that  for  the  evening  high  school,  all  teachers  receiving  five 
dollars  an  evening. 

Supervision  of  Evening  Trade  Classes :  A  fuel  engineer  in  the 
department  of  supplies  has  been  supervisor  of  the  evening  trade 
classes  and  trade  equipment  since  October,  1914.  His  work  is 
general  in  its  nature  and  there  has  been  no  special  supervision 
of  the  instruction  given  in  the  several  trade  groups  other  than 
the  supervision  which  each  of  the  evening  school  principals  has 
been  able  to  accomplish.  The  district  superintendent  in  charge 
of  the  evening  schools,  replying  to  questions  regarding  the  super- 
vision of  the  evening  trade  classes,  said :  "The  supervisor  of  the 
trade  classes  and  trade  equipment  observes  and  inspects  various 
kinds  of  trade  classes  and  makes  reports  to  me.  The  general  sup- 
ervision, however,  of  the  trade  classes  is  left  to  the  principal  who 
is  a  sleeted  expert  and  presumably  competent  to  supervise  the 
work. 

"At  present  I  am  satisfied  with  the  amount  of  supervision  that 
we  have.  Later  I  should  like  supervisors  representing  various 
general  trades  to  work  each  a  certain  number  of  evenings  in 
supervision.  By  general  trades  I  mean  one  printing  expert  who 
would  examine  into  all  the  classes  that  have  anything  to  do  with 
that  trade.  An  expert  supervisor  of  all  machine  work  including 
forging  and  blacksmithing,  etc.,  also  supervisors  and  experts  on 
electrical  work." 

The  principals  of  the  evening  trade  schools  were  divided  on 
the  subject  of  supervision.    Some  of  them  thought  that  this  was 


130  Industrial  Education  Survey 

the  work  of  the  principal  while  others  expressed  the  feeling  that 
special  supervisors  were  needed  for  each  of  the  important  trade 
subjects. 

Advisory  Conmiittees  from  the  Trades:  In  the  report  on  the 
evening  schools  for  the  year  1911-12  several  pages  are  devoted 
to  the  value  of  "Co-operative  Agencies  in  Evening  School  Instruc- 
tion." After  discussing  the  desirability  of  co-operation  with  the 
employers  of  all  who  attend  the  evening  schools,  Dr.  Shiels 
further  says:  "In  the  trades  the  sympathy  and  co-operation  of 
the  unions  is  equally  necessary.  An  arrangement  was  made  with 
the  Pattern  Makers'  Union  by  which  the  Union  agreed  to  direct 
its  apprentices  to  attend  a  class  in  pattern  making;  the  Union 
itself  will  co-operate  with  the  principal  and  in  conjunction  with 
the  Department  of  Education  will  certify  to  the  proficiency  of 
students ;  this  arrangement  will  be  carried  out  next  season.  It  is 
possible  that  the  Board  of  Education  may  extend  the  policy  thus 
begun  to  other  bodies  whether  of  employers  or  employees."  The 
report  of  the  year  1912-1913  states:  "The  work  provided  for  in 
the  £.greement  between  the  Pattern  Makers'  Union  and  the  De- 
partment of  Education  has  been  initiated  and  successfully  con- 
tinued so  that  the  Brooklyn  apprentices  now  attend  evening 
school."  The  reports  of  the  evening  school  for  the  next  three 
years  do  not  mention  the  subject. 

One  of  the  principals  in  replying  to  a  question  in  regard  to 
co-operation  between  the  evening  trade  schools,  the  employers  and 
unions  made  this  statement:  "Five  years  ago  Superintendent 
Straubenmuller,  five  principals  and  fifteen  representatives  of  the 
Pattern  Makers'  Union  had  at  least  two  meetings  at  the  Hall  of 
the  Board  of  Education  the  outcome  of  which  was  that  thereafter 
all  apprentices  for  pattern  makers  would  be  compelled  to  attend 
an  approved  school  in  the  evenings  for  instruction  in  their  sub- 
ject during  their  complete  apprenticeship  of  four  years.  At  that 
time  we  felt  that  a  very  great  step  had  been  made  in  the  co-opera- 
tion, but  I  believe  because  thfe  Union  could  not  have  its  choice 
as  to  teachers  named  in  the  several  schools  no  interest  whatever 
was  taken  in  sending  apprentices  to  our  schools." 

The  district  superintendent  in  charge  of  evening  schools,  was 
asked  if  he  considered  it  advisable,  or  possible,  to  secure  the  co- 
operation of  employers'  associations  and  unions  in  developing 
evening  trade  school  courses  of  study  and  to  what  extent  he  had 
been  able  to  secure  this  co-operation.    In  reply  he  stated:    "It 


Evening  Trade  Schools  181 

is  in  the  highest  degree  advisable  and  it  is  entirely  possible  to 
secure  the  co-operation  of  employers'  associations  and  unions  in 
developing  evening  trade  school  courses  of  study.  The  Murray 
Hill  Evening  Trade  School  represents  excellent  work  in  this 
direction  and  those  schools  which  do  not  have  it  owe  it  to  the 
lack  of  effort,  or  properly  directed  effort,  of  the  one  in  charge  of 
the  school.  The  Evening  School  of  Industrial  Arts,  the  Murray 
Hill  Evening  Trade  School,  the  Brooklyn  Technical  and  Trade 
and  the  Harlem  Evening  Trade  are  fine  examples  of  the  extent 
to  which  we  have  been  able  to  secure  this  co-operation  and  the 
results  are  due  entirely  to  the  efforts  of  the  principals.  My  share 
is  confined  to  suggestion  and  the  encouragement  of  the  principal." 
These  questions  have  been  included  to  show  that  the  matter 
of  advisory  committees  has  been  left  to  the  principal  of  the 
evening  trade  school.  In  a  restricted  occupation,  such  as  litho- 
graphy, where  the  work  is  confined  to  a  single  trade  school  and 
the  instruction  is  highly  specialized,  the  co-operation  between  the 
employers,  the  union  and  the  school  is  very  marked.  In  the 
Evening  School  of  Industrial  Arts  the  subjects  taught,  such  as 
book  illustrating,  mural  decoration  and  designing  for  stained 
glass,  jewelry  and  posters  are  for  small  groups  of  workers.  In 
this  school  each  department  has  a  board  of  advisors  who  are 
practical  men,  active  in  their  respective  trades.  In  the  large 
work  of  the  evening  trade  schools  where  subjects,  such  as  elec- 
trical work,  machine  shop  practice,  printing,  etc.,  are  taught  in 
several  different  schools,  neither  the  employers  as  represented 
by  their  association,  nor  the  employees  as  represented  by 
their  unions,  have  influenced  to  any  appreciable  extent  the  kind 
of  instruction  that  is  offered  in  the  evening  trade  schools. 

Study  of  the  Evening  Trade  School  Pupils:  A  questionnaire 
was  prepared  by  the  survey  staff  that  was  filled  out  by  over 
4,500  men  and  women  who  were  attending  the  evening  trade 
classes.  The  number  of  men  who  filled  out  the  blanks  for  the 
most  largely  attended  trades  is  given  in  the  following  table: 


132  Industrial  Education  Purvey 

TABLE   SHOWING   NUMBER   OF   MEN    IN    EACH   TRADE    WHO   RE- 
PLIED TO  QUESTIONS  ASKED  OF  THOSE  ATTENDING 
EVENING    TRADE    CLASSES 

Electric  Wiring   495 

Mechanical  Drawing   452 

Machine  Shop  Practice   418 

Printing 367 

Plumbing 287 

Garment  Design 211 

Automobile  Repair    197 

Carpentry   and    Joinery 90 

Cabinet  Making   79 

Pattern  Making 54 

Since  a  larger  number  of  reports  were  received  from  the  men 
attending  the  classes  in  electric  wiring  than  from  those  attending 
any  of  the  other  trade  classes  and  also  because  electric  wiring 
was  one  of  the  four  trades  of  which  a  special  survey  was  being 
made,  a  summary  of  the  answers  of  the  men  in  this  trade  is 
given  in  this  report  of  the  evening  school.  In  another  section 
will  be  found  the  summary  for  some  of  the  other  trades. 


DESCRIPTION    OF   THE   MEN   ATTENDING   EVENING   CLASSES    IN 
ELECTRIC  WIRING 

Afjes  of  Students 

14  years 7  20  years 39 

15  years 19  21  to  25  years 96 

16  years 49  25  to  30  years 34 

17  years 80  30  to  35  years 19 

18  years 72  35  to  40  years 11 

19  years 51  40  years  and  over 11 

It  will  be  seen  that  more  than  half  of  the  men  attending  these 
classes  are  not  over  19  years  of  age.  Half  of  those  attending 
the  classes  in  mechanical  drawing  were  18  jears  of  age  or 
younger.  In  the  machine  shop  classes  and  the  plumbing  classes 
those  who  were  21  years  of  age  needed  to  be  taken  to  include 
half  of  the  class  and  in  the  classes  in  garment  design  and  car- 
pentry and  joinery  the  middle  division  came  at  24  years. 

Nationality  and  Parentage  of  Students:  In  the  electric 
wiring  classes  103  were  native  born  of  native  parentage,  226  were 


Evening  Trade  iSchools  133 

native  born  of  foreign  or  mixed  parentage,  and  166  were  foreign 
born.  The  distribution  of  the  men  according  to  nationality  in  the 
other  trade  classes  (with  the  exception  of  garment  design  where 
nine-tenths  of  the  men  were  foreign  born)  did  not  ditfer  widely 
from  that  of  the  men  in  the  electric  wiring  classes.  Speaking 
in  general  terms,  17  per  cent,  of  the  men  in  the  evening  trade 
classes  were  native  born,  42  per  cent,  were  native  born  of  foreign 
or  mixed  parentage  and  41  per  cent,  were  foreign  born. 

Previous  School  Training:  The  grade  which  the  men  attend- 
ing the  evening  electric  wiring  classes  had  reached  in  the  day 
school  was  given  by  them  as  follows: 

Grade  Completed   hy  Men   Atiending   Electric  Wiring: 

Classes  below  6th  grade 27  1st  year  in  high  school 11 

Sixth  grade 40  2nd  year  in  high  school 12 

Seventh   grade 116  3rd  year  in  high  school 3 

Eighth  grade 49  4th  year  in  high  school 3 

Eighth  grade  graduate 209  High  school  graduates 1 

Half  of  the  men  in  the  electric  wiring  classes  who  answered 
this  question  had  finished  the  eighth  grade,  bnt  only  six  percent 
of  them  had  had  any  high  school  training. 

In  no  other  class,  with  the  exception  of  printing,  where  50 
percent  of  the  men  had  completed  the  eighth  grade  and  in 
mechanical  drawing,  where  GO  i)ercent  of  the  men  were  elemen- 
tary school  graduates,  had  so  large  a  percentage  of  the  men 
attending  the  evening  classes  reached  as  high  a  grade  in  the  day 
school.  In  the  machine  shop  and  cabinet  making  classes  more 
than  half  of  the  men  had  left  school  l)efore  finishing  the  eighth 
grade,  and  in  carpentry  and  joinery  and  plumbing,  half  of  the 
men  had  not  gone  further  than  the  seventh  grade  before  going 
to  work. 

Occupations  of  the  Men:  Under  the  organization  of  the  even- 
ing school  system  which  went  into  effect  with  the  opening  of  the 
winter  session  on  January  3,  1916,  only  those  actually  engaged 
in  the  trade  in  which  instruction  was  desired  were  to  be  admitted 
to  the  evening  trade  classes.  Tlie  occupations  as  given  by  487 
of  the  men  in  the  electrical  classes  are  given  below: 


Nott' — Many  of  the  men  in  attendance  in  the  trade  classes  failed  to  answer 
all   questions   on   the   questionnaire   and   as   a   result   the  totals   do   not   check. 


134 


Industrial  Education  Survey 


Occupations  of  the  Men  Attending  Electric  Wiring  Clatset : 


Asst.  Engineer 1 

Auto  Engineer 3 

Brush  Maker   1 

Clerks    49 

Clothing    4 

Chauffeur    3 

Cutter     1 

Carpenter   3 

Driver    2 

Draftsman 1 

Electricians 

Journeymen    34 

Helpers   220 

Apprentices   60 

EJlec.  Machinst 3 

Elec.  Supplies 2 

Electro  Plater 1 

Elevator  Operator   6 

Elevator  Repair 5 

Engineer   3 

Errand  Boy 1 

Expressman    1 

Houseman    2 

Instrument  Maker   3 

Janitor   8 

Laborer   1 

Laundry   1 

Longshoreman    1 


Machinist    12 

Mechanic    9 

Organ  Builder  2 

Packer  1 

Perfumer    1 

Photography    1 

Picture  Framing  1 

Piano  Maker 2 

Plumber    1 

Porter    5 

Printing    6 

Press  Hand    1 

Repair  Man  1 

Roofer   1 

Salesmen    2 

Shopwork    1 

Silversmith  1 

Stationery  Engineer 4 

Steam  Engineer 1 

Surgical  Instruments 1 

Telephone  Operator   0 

Teleplione  Installation 3 

Tinsmith   1 

Trunk   M'fg 1 

Typist    1 

Waiter    1 

Wireman 1 


As  will  be  noted  in  the  table  above,  about  three-fifths  of  the 
men  gave  their  occupation  as  electricians,  although  it  is  probable 
that  a  number  working  part  or  all  their  time  at  electrical  worK 
in  some  industrial  plant  gave  the  industry  as  their  occupation 
rather  than  electrical  work. 

This  wide  range  of  occupations  was  noted  in  other  trade 
classes  showing  the  great  difficulty  that  has  been  encountered  in 
making  these  classes  entirely  trade  extension  work.  The  classes 
in  mechanical  drawing  registered  men  from  over  60  different 
occupations,  63  of  the  men  stating  that  they  were  clerks.  Twelve 
of  the  79  men  in  the  cabinet  making  classes  stated  that  they  were 
cabinet  makers  and  29  others  were  in  allied  wood  working 
trades  as  carpenters,  boat  builders,  etc.  Of  the  419  men  in  the 
machine  shop  classes  who  gave  their  occupations,  350  stated  that 
they  were  machinists  and  28  more  were  metal  workers.    All  but 


Evening  Trade  Schools  135 

five  of  the  men  in  the  plumbing  classes  stattd  that  they  were 
plumbers  and  all  but  five  of  the  men  in  the  garment  design 
classes  were  tailors  working  at  the  garment  trade  as  cutters, 
operators,  etc. 

Numher  of  Tears  Worked  at  Trade :  Each  man  was  asked  how 
many  years  he  had  worked  at  the  trade,  the  object  of  the  question 
being  to  determine  whether  the  evening  school  was  most  attrac- 
tive to  apprentices,  helpers  or  journeymen.  This  information 
for  the  electrical  classes  is  given  in  the  table  below : 

Number  of  it  ears  Worked  at  the  Trade : 

One    year 236           Six  to  ten  years 36 

Two  years    85           Ten  to  fifteen  years 7 

Three  years   32           Fifteen  to  twenty  years 2 

Four  years  32           Twenty  years  or  over 1 

Five  years   26 

As  will  be  seen  from  the  above  table  practically  half  of  the 
men  attending  the  electric  wiring  classes  were  working  the  first 
year  at  the  trade,  and,  as  was  given  in  the  table  on  occupations, 
only  34  men  stated  that  they  were  journeymen.  Also  in  mechan- 
ical drawing,  and  automobile  work,  half  of  the  men  in  the 
classes  were  working  the  first  year  at  the  trade.  About  one-third 
of  those  attending  the  machine  shop  and  cabinet  making  classes, 
one-fourth  of  the  men  in  the  carpentry  classes,  one-fifth  of  the  men 
in  plumbing  stated  that  they  had  worked  a  year  or  less  at  the 
trade.  These  facts  in  regard  to  the  number  of  years  the  men 
have  worked  at  the  trade,  taken  in  connection  with  the  age  of 
those  attending  the  evening  classes  and  the  number  of  men  en- 
rolled for  each  trade  subject,  seem  to  show  that  the  large  enroll- 
ment for  the  classes  in  electrical  wiring  and  mechanical  drawing 
is  because  the  classes  in  these  two  subjects  are  filled  largely  with 
boys  and  young  men  whose  experience  and  knowledge  of  the 
trade  are  very  limited. 

Length  of  Working  Day:  Most  of  the  men  attending  the 
evening  trade  classes  work  eight  hours  a  day,  although  the  nine- 
hour  day  is  not  uncommon.  The  table  below  shows  the  distribu- 
tion in  regard  to  the  number  of  hours  worked  each  day  by  the 
men  in  the  five  largest  trade  groups. 


136  Industrial  Education  Survey 

Showing  Length  of  Working  Day  of  Men  Enrolled  in  Evening  Trade  Classes : 

8  hours  9  hours  10  hours 

Electric  Wiring   277  151                    59 

Mechanical  Drawing 239  168                     32 

Machine   Shop    170  198                     30 

Plumbing    272  8                       2 

Garment  Design  44  158                      8 

Total    1002  683  131 

Weekly  Wages'.  Although  no  effort  was  made  to  determine 
the  accuracy  of  the  replies  the  men  made  to  this  question,  the 
information  is  illuminating  in  showing  how  many  men  attending 
the  evening  trade  classes  are  receiving  the  wages  of  apprentices 
and  helpers  and  how  few  are  receiving  the  wage  of  a  journeyman. 
Not  all  of  the  men  attending  the  evening  classes  answered  the 
question,  some  of  them  feeling  that  the  wage  they  received  was 
more  personal  than  the  other  questions  on  which  information 
was  sought. 

The  information  concerning  the  wages  of  the  men  in  the  elec- 
tric wiring  classes  is  tabulated  below : 

Weekly  Wage  Number  Weekly  Wage  Number 

$  2.50  to  $  5.00 14  $15.00  to  $17.50 21 

5.00  to       7.50 66  17.50  to     20.00 20 

7.50  to     10.00 148  20.00  to     22.50 12 

10.00  to     12.50 68  22.50  to     25.00 8 

12.50  to    15.00 86  25.00  to    30.00 6 

It  will  be  seen  that  over  half  of  the  men  attending  the  electric 
wiring  classes  receive  less  than  ten  dollars  a  week  and  less  than 
six  percent  of  the  men  in  these  classes  receive  as  much  as  |20  a 
week.  The  men  attending  the  mechanical  drawing  classes  were 
earning  even  less.  Fifty-three  percent  of  these  men  were  earning 
less  than  ten  dollars  a  week,  and  but  seven  percent  were  earning 
$20  a  week  and  over.  It  had  previously  been  noted  that  the  men 
attending  the  classes  in  plumbing,  machine  shop  practice  and 
carpentry  were  older  than  the  men  attending  the  electric 
wiring  and  mechanical  drawing  classes  and  had  worked  years 
at  the  trade.  This  was  reflected  in  the  wages  given.  About  37 
percent  of  those  attending  the  plumbing  classes  received  less 
than  ten  dollars  a  week  and  thirteen  percent  receive  more  than 
twenty  dollars.  Of  the  men  in  the  machine  shop  classes  about 
one-fourth  earned  less  than  ten  dollars  a  week  and  16  percent 


Tjvcninij  Trade  Svho(tls  \:\~ 

earned  |!20  a  ^eek  and  over.  Twenty  percent  of  tliose  who  filled 
out  the  blanks  in  the  carpentrj^  classes  stated  that  they  were 
earning  less  than  $10  a  week  and  25  per  cent  gave  their  weekly 
wage  at  $20  or  more. 

Length  of  Attendance:  The  teachers  of  the  evening  trade 
classes  furnished  the  number  of  evenings  each  of  the  4,500  men 
had  attended  during  the  term  in  order  that  the  length  of  time 
the  average  man  will  remain  in  an  evening  trade  school  might 
be  determined.  Most  of  those  who  come  have  a  definite  reason 
for  attending.  If  they  secure  the  kind  of  work  they  desire  they 
leave  as  soon  as  they  have  attained  the  object  of  their  coming. 
If  they  fail  to  find  just  what  they  are  looking  for  they  leave  all 
the  sooner.  The  number  of  nights  of  attendance  of  the  men  in  the 
seven  largest  trade  groups  is  shown  in  the  table  below : 

o  ^  £•  M 

*-!3        ^S        Si«         '-^        •§0'  £^9  3 

1  to  5  nights 15  34  13  5  9  3  B 

5  to  10  nights 13  33  2S  11  19  4  24 

10  to  15  nights 25  39  45  12  26  6  38 

15  to  20  nights 32  39  46  29  32  17  29 

20  to  30  nights 75  33  79  73  57  21  44 

30  to  40  nights 1.32  85  88  71  66  17  76 

40  to  50  nights 166  104  100  34  25  29  56 

50  to  60  nights 20  25  13  2  1  3  10 

Total  478     392    412    237    235    100    282 

It  will  be  noted  that  half  of  the  men  in  the  plumbing,  electric 
wiring  and  mechanical  drawing  classes  attended  for  30  or  more 
nights,  but  in  the  other  trade  subjects  listed  in  the  table  less  than 
half  of  the  men  were  present  for  over  ;50  nights. 

SUMMARY  OF  OTHER  TRADE  GROUPS 

The  following  tables  show  certain  significant  facts  concerning 
the  ages,  birthplace,  previous  scliool  training,  occupations,  years 
worked  at  the  trade,  length  of  working  day,  weekly  wages,  and 
attendance  of  those  enrolled  in  the  larger  trade  classes. 

These  tables  are  presented  in  order  that  the  reader  may  se- 
cure some  idea  of  the  training  and  experience  of  pupils  enrolled 
in  the  evening  trade  schools. 


138  Industrial  Education  Survey 

MECHANICAL  DRAWING  CLASSES 

AGES 

14  years 9        21  to  25  years 69 

15  years 39         25  to  30  years 21 

16  years 72         30  to  35  years 9 

17  years 91         35  to  40  years 9 

IS   years 52         40  to  45  years 1 

19  years , 47         45  years  or  over 1 

20  years  36 

PLAGE  OF  BIRTH  AND  PARENTAGE 

Native  born — Native  parentage 93 

Native  born — Foreign  or  mixed  parentage 220 

Foreign  born 139 

452 
PREVIOUS  SCHOOL  TRAINING 
Day  School 

Below    6th    grade 10         1st  year  high  school 27 

6th   grade 35         2nd  year  high  school 23 

7th   grade 77         3rd  year  high  school 3 

8th   grade 50         4th  year  high  school 5 

8th  grade  graduate 190        High  school  graduates 0 

Night  School 
General  Courses  Trade  Courses 

1  year 42        1  year 67 

2  years 10    2  years 10 

3  years 4    3  years 7 

OCCUPATIONS 

Machinists : 

Apprentices • "^ 

Helpers    ^^ 

Journeymen    '** 

Machine  Hands 

Mechanics   

Electricians    

Engineers    

Piano  Manufacturers ^ 

Clerical   Work 

Blacksmiths    . 

Craftsmen 


63 


18 


55  other  occupations ^^^ 

475 


Evening  Trade  Schools  188 

MECHANICAL  DRAWING  CLASSES— Continued 

NUMBER  OF  YEARS  WORKED  AT  TRADE 

1  year 23-i          6  to  10  years 45 

2  years 64         10  to  15  years 13 

3  years 33         15  to  20  years 7 

4  years 26        20  to  25  years 5 

5  years 17 

LENGTH  OF  WORKING  DAY 
8  hours 239  9  hours 168  10  hours 32 

WEEKLY  WAGES 

?2.50  to  $5.00 16        $20.00  to  $22.50 10 

5.00  to     7.50 91          22.50  to     25.00 13 

7.50  to  10.00 Ill          25.00  to    27.50 3 

10.00  to  12.50 50          27.50  to     30.00 4 

12.50tol5.00 45          30.00  to     32.50 .0 

15.00  to  17.50 25          32.50  to     35.00 0 

17.50  to  20.00 46          Over  35.00 1 

LENGTH  OF  ATTENDANCE 

1  to    5  nights 34           30  to  40  nights 85 

5  to   10   nights 33           40  to  50  nights 104 

15  to  20  nights 39           50  to  60  nights 11 

10  to  15  nights 39           Over  60  nights 14 

20  to  30  nights 83 

MACHINE   SHOP  CLASSES 
AGES 

14  years 1     21  to  25  years 119 

15  years 8     25  to  30  years 73 

16  years 19     30  to  35  years 25 

17  years 35     35  to  40  years 21 

18  years 49     40  to  45  years , 3 

19  years , 32     45  years  or  over 3 

20  years 34 

PLAOE  OF  BIRTH  AND  PARENTAGE 

Native  born — Native    parents 52 

Native  born — Foreign  or  mixed  parentage ,  180 

Foreign    born 186 

418 
PREVIOUS  SCHOOL  TRAINING 

Day  School 

Below  6th  Grade 37           1st  year  high  school 9 

6tb  grade 44           2nd  year  high  school 9 

7th   grade 74           3rd  year  high  school 7 

8th   grade 64           4th  year  high  school 2 

8th  grade  graduates 132           High  school  graduates 3 


140  Industrial  Education  Survey 

MACHINE  SHOP  CLASSES— Continued 
PREVIOUS   SCHOOL  TRAINING— Continued 
Evening  School 
(ieneral  Courses  Trade    Courses 

1  year 69  1   year 41 

2  years 26  2  years 20 

3  years 11  3  years '.» 

4  years 2 

5  years 1 

6  years 1 

OCCUPATIONS 

Machinists : 

Apprentices  45 

Helpers    Do 

Journeymen    lOv) 

Bench  Hands 17 

Machine  Hands 28 

Metal  Workers 23 

Auto   Mechanics 5 

Draftsmen    4 

Mechanics   3 

Cabinet  Makers 3 

Tool  and  Instrument  Makers 13 

19  other  occupations 34 

480 
NUMBER  OF  YEARS   WORKED  AT  TRADE 

1  year 145  6  to  10  years 64 

2  years 61  10  to  15  years 22 

3  years 50  15  to  20  years 11 

4  years 37  20  to  25  years 3 

5  years 30  25  years  or  over 1 

LENGTH  OP  WORKING  DAY 
S  hours 170  9  hours 198  10  hours 30 

WEEKLY  WAGES 

f2.50  to  $5.00 7  $20.00  to  $22.50 33 

5.00  to     7.50 22  22.50  to     25.00 26 

7.50  to  10.00 85  25.00  to     27.50 3 

10.00  to  12.50 55  27.50  to     30.00 5 

12.50  to  15.00 78  30.00  to     32.50 1 

15.00  to  17.50 51  32.50  to     35.00 1 

LENGTH  OF  ATTENDANCE 

1  to     5  nights 13             20  to  30  nights 71> 

5  to  10  nights 28            30  to  40  nights ,. .  .  88 

10  to  15  nights 45            40  to  50  nights 100 

15  to  20  nights 46            50  nights  or  over 13 


Evening  Trade  Schools  141 

rLUMBlXU    ("LASSES 
AGES 

15    years 3            21  tu  l!;j  y<..   , 100 

IG   y»Mis 12           25  to  30  years 29 

17  years 35            30  to  35  years S 

18  years 34            35  to  40  years G 

19  years 23            40  to  45  years 3 

20  years 30            45  years  or  over 3 

PLACE  OF  BIRTH  AND  PARENTAGE 

Native  boru — Native  parentage 4S 

Native  born — Foreign  or  mixed  parentage 133 

Foreign  born 106 

287 
PREVIOUS   SCHOOL  EXPERIENCE 

Day  School 

Below  6th  grade 33           1st   year   high   school 2 

6th   grade 24           2nd  year  high  school 4 

7th   grade 77           3rd  ycnr  high  school 1 

8th   grade 41           4th  year  high  school 1 

8th  grade  graduates 67           High  school  graduates 2 

General    Evening    School    Work  Evening  Trade   School   Work 

1  year 39           1   year 33 

2  years 12           2  years .  .  10 

3  years 3           3  years 6 

4  years 1 

OCCUPATIONS 

Employers. 2 

Pipe  Fitters 3 

Plumbers  : 

Apprentices 15 

Helpers 193 

Journeymen 63 

Metal  Workers 1 

Stationary  Engineer 1 

Civil  Engineer 1 

Clerk 1 

Jewelry 1 

281 

NUMBER  OF  YEARS  WORKED  AT  TRADE 

1  year 64             6  to  10  years 45 

2  years 58            10  to  15  years 11 

3  years 40            15  to  20  years 4 

4  years 34            20  years  or  over 3 

5  years , , 32 


X42  Industrial  Education  Survey 

PLUMBING  CLASSES  —Continued 

LENGTH  OF  WORKING  DAY 

8  hours 272  9  hours 8  10  hours 2 

WEEKLY  WAGES 

12.50  to  $5.00 5           $20.00  to  $22.50 16 

5.00  to     7.50  15             22.50  to     25.00 8 

7.50  to  10.00 82             27.50  to     30.00 0 


22.50 

to 

25.00 

27.50  to 

30.00. 

30.00 

to 

32.50. 

32.50 

to 

35.00 

Over  $35.00 

10.00  to  12.50 62  30.00  to    32.50 8 

15.00  to  17.50 10  32.50  to     35.00 3 

17.60  to  2C. 00 35  Over  $35.00 1 

LENGTH  OF  ATTENDANCE    (TO  MARCH  28,  1917) 

1  to    5  nights 5           20  to  30  nights 44 

5  to  10  nights 24            30  to  40  nights 76 

10  to  15  nights 38            40  to  50  nights 56 

15  to  20  nights 29           Over  50  nights 10 

GARMENT  DESIGN  CLASSES 

AGES 

17  years 5           25  to  30  years 57 

18  years 8           30  to  35  years 23 

19  years \ 8            35  to  40  years 18 

20  years ,      9           40  to  45  years 5 

21  to  25  years 97           45  years  and  over 3 

PLACE  OF  BIRTH  AND  PARENTAGE 

Native   born — Native    parents 1 

Native  born— r-Foreign  or  mixed  parentage , 26 

Foreign  born    184 

211 
PREVIOUS  SCHOOL  TRAINING 
Day  School 
Large  percentage  attended  school  abroad ;  records  incomplete. 

Evening   School 
General  Courses  Trade  Courses 

1  year 60  1  year 7 

2  years 17  2  yeara 1 

3  years 18 

4  years 4 

5  years 3 

OCCUPATIONS 

Tailors 87 

Cutters    97 

Operators    38 

Wai.st  Making   6 


Evening  Trade  Schools  143 

GARMENT   DESIGN  CLASSES— Continued 
OCCUPATIONS— Continued 

Batters   18 

Clerks   2 

Foremen 2 

Furrier 1 

Hair  Goods 1 

Pattern  Designer 1 

Chauffeur 1 

254 

NUMBER  OF  YEARS  WORKED  AT  TRADE 

1  year 10             6  to  10  years 82 

2  years 16            10  to  15  years 43 

3  years 27            15  to  20  years 8 

4  years 21           20  to  25  years 7 

5  years ". .     16  25  and  over 3 

LENGTH  OF  WORKING  DAY 
8  hours 44  9  hours 158  10  hours 8 

WEEKLY  WAGES 

fC.OO  to  $7.50 2           $20.00  to  $22.50 149 

7.50  to  10.00 12             22.50  to    25.00 12 

10.00  to  12.50 17             25.00  to    27.50 24 

12.50  to  15.00 41             27.50  to    30.00 15 

15.00  to  17.50 17             30.00  and  over 1 

17.50  to  20.00 60 

LENGTH  OF  ATTENDANCE 

1  to    5  nights 5           20  to  30  nights 73 

6  to  10  nights 11           30  to  40  nights 71 

10  to  15  nights 12           40  to  50  nights 34 

15  to  20  nights 29           50  to  60  nights 2 

AUTOMOBILE  WOEK  CLASSES 

AGES 

14  years 7           21  years  to  25 53 

15  years 6           25  years  to  30 25 

16  years 14            30  years  to  35 23 

17  years 16           35  to  40  years 14 

18  years 21            40  to  45  years 9 

19  years 21            45  to  50  years 3 

20  years 14           50  years  or  over 3 

PLACE  OF  BIRTH  AND  PARENTAGE 

Native   born — Native   parentage 49 

Native  born — Foreign  or  mixed  parentage 94 

Foreign    born     54 

197 


l-l^  Industrial  Education  Survey 

AUTOMOBILE    WOKK   CLASSES— Continued 

PREVIOUS  SCHOOL  TRAINING 

Day  School 

Below  6th  grade 16           1st  year  high  school 24 

6th   grade 17           2nd  year  high  school 8 

7th   grade 41           3rd  year  high  school 1 

Sth   grade 26           4th  year  high  school 1 

Bth  grade  graduates 56           High  school  graduates 7 

Evening  School 
General   Courses  :  Trade    Courses  : 

1  year 29            1   year 55 

2  years 5           2    years 3 

3  years 1            3    years 3 

i    years 1            4   years 1 

5    years 1 

OCCUPATIONS 

Auto-Repairmen   61 

Machinists 50 

Chauffeurs 12 

Clerks 21 

Mechanics    23 

Electricians 7 

20  other  occupations 24 

198 
NUMBER  OF  YEARS  WORKED  AT  TRADE 

1  year 89              C  to  10  years 19 

2  years 33            10  to  15  years 15 

3  years 19           15  to  20  years 4 

4  years 11            20  to  25  years 3 

5  years 15            25  years  or  over 2 

WEEKLY  WAGES 

if2.50  to  $5.00 8           $20.00  to  $22.50 6 

5.00  to     7.50 21              22.50  to     25.00 10 

7.50  to  10.00 20              25.00  to     27.50 3 

10.00  to  12.50 30             27.50  to     30.00 1 

12.50  to  15.00 28             30.00  to     32.50 0 

15.00  to  17.50 14              32.50  to     35.00 3 

17.50  to  20.00 22              35.00  or  over 1 

LENGTH  OF  ATTENDANCE 

1  to     5  nights 9           20  to  30  nights 57 

5  to  10  nights 19           30  to  40  nights 66 

10  to  15  nights 26            40  to  50  nights 25 

15  to  20  nights 32            50  to  60  nights 1 


Evening  Trade  Schools  145 

CARPENTRY  AND  JOINERY  CLASSES 
AGES 

16  years 3          21  to  25  years 21 

17  years 4           25  to  30  years 19 

18  years 10           30  to  35  years 13 

19  years 10           35  to  40  years 9 

20  years 4          40  years  or  over 3 

PLACE  OF  BIRTH  AND  PARENTAGE 

Native  born — Native  parentage 15 

Native  born — Foreign  or  mixed  parentage 31 

Foreign  born 44 

90 
PREVIOUS  SCHOOL  TRAINING 

Day  School 

Below  6th  grade 8           1st  year  high  school 2 

6th  grade 7          2nd  year  high  school 1 

7th   grade 28          3rd  year  high  school 1 

8th  grade 10           4th  year  high  school 1 

8th  grade  graduates 24           High   school  graduates 3 

Evening  School 
General   Courses  :  Trade    Courses  : 

1  year 8           1  year 20 

2  years 4           2    years 6 

5   years 2           3   years 2 

4   years 1 


14 


29 


OCCUPATIONS 

Carpenters 36 

Cabinet  Makers 3 

Ship    Carpenters 2 

Piano    Makers 3 

18  other  occupations 28 

72 

NUMBER  OF  TEARS  WORKED  AT  TRADE 

1  year 21           5  years 6 

2  years 13             6  to  10  years 18 

3  years 9           10  to  15  years 1? 

1  years 6          15  to  20  years 6 

LENGTH  OF  WORKING  DAY 

8  hoars 47                   9  hours 35                   10  hours 8 


146  Industrial  Education  Survey 

CARPENTRY  AND  JOINERY  CLASSES— Continued 
WEEKLY  WAGES 

$2.50  to  $5.00 1     $20.00  to  $22.50 7 

5.00  to  7.50 3     22.50  to  25.00 6 

7.50  to  10.00 15             25.00  to     27.50 3 

10.00  to  12.50 11             27.50  to     30.00 3 

12.50  to  15.00 24             30.00  to     32.50 2 

15.00  to  17.50 4              32.50  to     35.00 1 

17.50  to  20.00 11 

LENGTH  OF  ATTENDANCE 

1  to    5  nights 3           20  to  30  nights 21 

5  to  10  nights 4           30  to  40  nights 17 

10  to  15  nights 6           40  to  50  nights 29 

15  to  20  nights 17            50  nights  and  over 3 

CABINET  MAKING  CLASSES 
AGES 

4           21  to  25  years 15 

9           25  to  30  years 10 

11           30  to  35  years 4 

7           35  to  40  years 3 

9            40  to  45  years 1 

45  years  or  over 4 

PLACE  OF  BIRTH  AND  PARENTAGE 

Native    born — Native    parentage 19 

Native  born — Foreign  or  mixed  parentage 37 

Foreign  born , 23 


16 

years 

17 

years 

18 

years 

19 

years 

20 

years 

79 


PREVIOUS  SCHOOL  TRAINIX(i 

Below    6th    grade 3  l-st  year  high  school. . . . 

6th   grade 9  2ud  year  high  school 

7th   grade 13  3rd  year  high  school 

8th   grade 11  4th  year  high  school 

8th    grade   graduates 27  High    school    graduates. 


OCCUPATIONS 

Cabinet  Makers 12 

Wood  Workers 15 

Carpenters ^ 

Machinists 5 

Boat  Builders 3 

Piano  Makers 2 

Clerks 12 

Ship  Wrights 2 

Shop  Teachers 4 

15  other  occupations 16 

78 


i 


Evening  Trade  Schools  147 

CABINET   MAKING  CLASSES— Continued 

NUMBER  OF  YEARS  W0RKP:D  AT  TRADE 

1  ypar 28  0  to  10  years 8 

2  years 11  10  to  13  years 3 

3  years 10  15  to  20  years 2 

i    years 10  20  to  25  years 1 

5   years 4 

WEEKLY  WAGES 

$5.00  to  $7.50 4        $17.50  to  $20   6 

7.50  to  10.00 17  20.00  to  22.50    

10.00  to  12.50 7  22.50  to  25.00    

12.50  to  15.00 11  25.00  to  27.50    

15.00  to  17.50 3 

LENGTH  OF  ATTENDANCE 

5   to  10   nights 1  20   to  40   nights 20 

10   to   15  nights 8  40  to   50   nights 40 

15   to   20   nights 6  50  nights  or  over 1 

20   to   30   nights 


CHARACTER  OF  SHOP  INSTRUCTION 
Electrical  Work:  The  members  of  the  survej'  staff  visited 
twenty-five  evening  classes  in  electrical  work.  Of  this  number 
eighteen  were  classes  in  electrical  wiring  and  installation,  five 
were  classes  in  the  theory  of  electrical  work  and  two  were  classes 
in  motor  work. 

As  was  pointed  out  in  the  description  of  the  work  of  the  even- 
ing electrical  classes,  over  50  percent  of  the  men  enrolled  in 
these  classes  were  19  years  of  age  or  under,  and  practically  50 
percent  of  them  had  worked  one  year  or  less  at  the  trade.  Not 
one  class  visited  was  made  up  entirely  of  electricians  and  no 
attempt  was  made  to  put  apprentices,  helpers  and  journeymen 
in  separate  classes.  One  class  in  advanced  electrical  wiring  that 
was  visited  was  made  up  of  8  clerks,  1  brush  maker,  11  elec- 
tricians, 2  engineers,  1  electrical  operator  and  1  waiter.  Another 
class,  one  in  electrical  installation,  was  made  up  of  1  piano  maker, 
2  housemen,  1  plumber,  1  clothing  maker,  1  mechanic  in  power 
house,  1  carpenter,  3  clerks,  1  wireman,  1  elevator  operator,  4 
electricians,  2  organ  builders,  1  stationary  engineer,  1  shop 
worker. 

The  work  in  electric  wiring  and  installation  consisted  largely 
of  working  out  simple  problems  in  bell  and  light  wiring.  The 
instructors  usually    had    a    definite    set    of    problems  that  the 


148  Industrial  Education  Survey 

pupils  followed  and  they  also  gave  lectures  on  materials,  the 
theory  of  electrical  problems,  and  the  Board  of  Underwriters' 
requirements.  The  work  was  largely  individual  in  character,  due 
to  the  fact  that  the  previous  experience  of  the  pupil  was  so  varied. 
Several  of  the  classes  could  not  be  considered  trade  extension 
classes. 

The  classes  in  electrical  theory  were  made  up  of  men  from 
several  occupations.  One  class  visited  registered  11  electricians, 
3  electrical  machinists,  1  clerk,  1  steam  fitter,  one  salesman,  1 
driver,  1  auditor,  1  leather  worker  and  1  engineer.  The  courses 
were  general  in  character  and  not  planned  to  meet  the  practical 
need  of  special  groups  of  trade  workers. 

The  instruction  in  electrical  shop  work  was  the  farthest 
removed  from  real  trade  extension  of  any  of  the  shop  instruction 
noted  in  the  evening  trade  schools.  This  was  due  to  the  fact 
that  it  is  impossible  to  do  much  construction  work  in  a  school 
laboratory  or  shop  as  well  as  to  the  fact  the  classes  were 
poorly  organized  and  that  a  large  percent  of  the  pupils  enrolled 
in  the  classes  had  worked  a  year  or  less  at  the  trade. 

Plumbing:  Ninety-seven  per  cent  of  the  men  in  attendance  in 
the  twelve  plumbing  classes  visited  were  working  at  the  plumbing 
trade  during  the  day.  Nearly  all  of  these  men  attended  the 
evening  classes  to  learn  how  to  wipe  joints.  The  instruction  was 
individual  and  an  attempt  was  made  to  give  each  man  the  kind 
of  work  he  wanted. 

All  the  instructors  gave  lectures  on  the  theory  of  plumbing, 
building  code  requirements  and  materials.  In  two  classes  it 
was  noted  that  the  instructors  were  teaching  the  pupils  how 
to  read  blue  prints.  One  instructor  had  worked  out  forty  lesson 
sheets  which  were  given  to  the  men  to  study  at  home. 

Machine  Shop  Practice  and  Theory:  Twenty-one  classes  in 
machine  shop  practice  and  theory  were  visited  by  members  of 
the  survey  staflf.  Four  of  these  classes  were  in  the  theory  of 
machine  shop  work  and  seventeen  in  machine  shop  practice. 
Approximately  ninety  percent  of  the  men  enrolled  in  these  classes 
were  working  at  machine  or  allied  trades  during  the  day. 

AH  the  instruction  in  machine  shop  practice  was  individual 
In  character  and  planned  to  meet  the  individual  needs  of  the 
pupils.    This  was  necessarily  modified  where  the  equipment  was 


Evening  Trade  ScJiools  149 

limited.  Large  numbers  of  pupils  desired  instruction  in  milling 
machine  work,  but  the  limited  equipment  prevented  the  schools 
from  accommodating  all  of  the  applicants.  In  nearly  all  the 
classes  visited  the  men  were  working  from  blue  prints  or  free- 
hand sketches  and  usually  worked  out  the  mathematics  con- 
nected with  their  problems.  In  one  school  the  pupils  were  build- 
ing a  lathe,  in  the  other  schools  the  work  consisted  largely  of 
exercises. 

Many  men  were  interviewed  as  to  the  value  of  the  evening 
school  work  and  nearly  every  man  stated  that  the  work  was  very 
helpful.  The  only  men  who  were  not  satisfied  were  those  in  the 
elementary  machine  shop  who  were  waiting  for  an  opportunity 
to  get  into  the  advanced  machine  shop. 

The  courses  in  the  theory  of  machine  shop  work  consisted 
of  lectures  on  machines,  materials,  shop  methods  and  processes, 
and  allied  subjects.  The  men  were  also  given  some  work  in 
related  mathematics  and  in  blue  print  reading.  The  instructors 
were  spending  part  of  their  time  taking  up  the  individual  prob- 
lems of  the  men  and  using  them  for  class  problems.  The  courses 
were  well  planned  and  the  men  took  an  active  interest  in  the 
work.  There  were  no  machines  or  materials  available  in  these 
classes  for  demonstration  purposes. 

Carpentry  and  Joinery:  There  were  90  men  in  attendance 
in  the  seven  classes  in  carpentry  and  joinery  at  the  time  of  the 
survey.  Of  the  number  that  gave  information  concerning  their 
occupation  there  were  36  carpenters,  3  cabinet  makers,  2  ship 
carpenters,  3  piano  makers  and  28  men  engaged  in  18  other  occu- 
pations. In  three  classes  visited  a  few  pupils  were  working  on 
problems  at  stair  building  and  framing;  the  other  pupils  were 
working  on  cabinet  work  or  making  pieces  of  furniture.  In  the 
four  other  classes  visited  the  work  consisted  largely  of  making 
furniture  to  be  taken  home. 

Mechanical  Drawing:  The  twenty  classes  in  mechanical  draw- 
ing in  the  evening  trade  schools  were  visited  by  members  of  the 
survey  staff.  As  pointed  out  in  another  part  of  this  report, 
over  fifty  percent  of  the  464  pupils  in  attendance  in  the  mechan- 
ical drawing  classes,  at  the  time  of  the  survey,  were  under  19 
years  of  age,  and  over  half  of  the  pupils  were  working  the  first 
year  at  their  trade. 


150  Industrial  Education  Survey 

Very  little  attempt  seems  to  have  been  made  to  group  the 
men  of  one  trade  together.  In  one  school  with  three  Monday 
and  Wednesday  night  classes  in  mechanical  drawing,  there  were 
twenty-nine  machinists  registered  in  one  class,  seven  machinists 
in  another  and  nine  in  the  third  class.  There  were  twenty-seven 
other  students,  representing  fourteen  other  occupations  in  these 
three  classes.  In  another  school  with  three  classes  in  mechanical 
drawing  on  Tuesday  and  Thursday  nights  there  were  thirty-six 
machinists  in  attendance  in  the  three  classes.  Eighteen  machin- 
ists were  in  one  class,  fourteen  were  in  another  and  four  in  the 
third  section.  Twenty-three  students  representing  twelve  other 
occupations  were  in  attendance  in  these  classes.  In  still  another 
school  one  instructor  was  teaching  a  class  made  up  of  20  machin- 
ists, 5  clerks,  2  auto  mechanics.  2  draftsmen,  1  laborer,  1  pattern 
maker,  1  jeweler  and  1  sheet  metal  worker. 

The  smallest  number  of  occupations  represented  in  any  one 
class  in  mechanical  drawing  at  the  time  of  the  survey  was  five, 
the  largest  ten.  The  organization  of  these  classes  made  it  diffi- 
cult for  the  instructors  to  plan  the  work  to  meet  the  needs  of  all 
the  pupils.  The  work  in  mechanical  drawing  was  so  varied  in 
content  and  method  that  it  is  difficult  to  describe.  In  some  classes 
the  pupils  were  making  free-hand  sketches  from  models  and 
developing  mechanical  drawings  from  the  sketches;  in  other 
classes  the  pupils  were  copying  drawings  from  blue  prints  and 
books,  and  in  still  other  classes  the  boys  were  working  from 
blackboard  sketches. 

Industrial  Science:  The  classes  in  chemistry,  physics  and 
mathematics,  including  such  as  are  called  industrial  chemistry, 
applied  physics  and  shop  mathematics  or  trade  mathematics, 
are  all  called  industrial  science.  Classes  in  these  subjects  are 
organized  in  the  Stuyvesant,  Brooklyn  and  Bush  wick  Evening 
Trade  Schools.  The  problems  conlrontiug  the  teacher  of  any 
of  these  subjects  in  an  evening  school  ave  so  many  and  so  difficult 
that  it  is  small  wonder  that  the  work  is  unsatisfactory  to  the 
teacher,  the  pupil,  the  principal  of  the  school  or  the  chance  visitor. 

A  physics  class  visited  had  49  pupils  present  on  the  night  the 
work  was  inspected,  one-third  of  whom  were  less  than  16  years 
of  age.  Fourteen  of  the  class  stated  that  they  were  clerks,  eight 
were  machinists'  apprentices,  or  helpers,  eight  were  electricians' 
helpers  and  apprentices  and  the  remaining  19  represented  eight 
different  occupations.    The  instructor  was  using  a  regular  high 


Evening  Trade  Schools  151 

school  text  book  in  physics  and  was  drilling  the  class  in  the  mean- 
ing of  amperes,  volts  and  ohms.  Half  of  the  class  attended  less 
than  15  nights. 

A  chemistry  class  that  had  ten  on  register,  out  of  a  total 
enrollment  of  oT  pupils,  had  two  machinists,  two  dye  workers, 
two  clerks,  a  newsdealer,  a  house  man,  a  clothing  salesman  and 
a  pencil  maker  remaining  in  the  class.  The  pupils  were  doing 
individual  work. 

As  a  whole  the  teachers  in  trade  mathematics  were  more 
successful  in  attacking  the  problems  than  were  the  other  teachers 
of  industrial  science.  Most  of  them  had  sets  of  problems  ranging 
from  very  simple  to  quite  difficult,  a  set  for  each  of  the  trades 
represented  in  the  class  and  each  pupil  who  was  a  trade  worker 
was  provi<led  with  problems  related  to  his  occupation.  The  great 
difficulty  there  as  in  all  the  classes  in  industrial  science  was  the 
large  number  of  pupils  in  the  class  who  were  going  to  be  trade 
workers  and  who  should  have  been  in  an  arithmetic  class  in  an 
evening  elementary  school. 


BUILDING  AND  EQUIPMENT 

Harlem  Evening  Trade  School:  The  Harlem  Evening  Trade 
School,  located  in  the  Boys'  Vocational  School,  uses  for  the 
evening  trade  classes  the  equipment  provided  for  the  day  voca- 
tional classes.  This  building  and  equipment  are  described  in  the 
report  of  the  day  vocational  schools. 

Murray  Hill  Evening  Trade  School:  This  school  is  located 
in  the  Murray  Hill  Vocational  School.  As  pointed  out  in  the 
day  vocational  school  report,  this  building  is  the  poorest  used 
for  vocational  work  in  the  city  of  New  York.  The  building  and 
equipment  used  for  day  classes  in  vocational  work  is  described 
in  the  day  school  report.  Besides  the  equipment  used  bj'  the  day 
classes,  the  principal  of  this  school  has  been  able  to  secure  from 
manufacturers,  enijdoyers'  association  and  unions  the  equipment 
necessary  to  offer  courses  in  baking,  player  piano  mechanics, 
motion  picture  mechanics,  offset  press  work  and  lithography. 
The  equipment  loaned  and  donated  to  this  school  bj'  the  manu- 
facturers, employers'  associations  and  unions  is  valued  at  about 
fl6,000.  The  equipment  provided  by  the  Board  of  Education  is 
valued  at  approximately  ^4,000.    The  building  is  so  poor  that  it 


,li>2  Industrial  Education  (Purvey 

was  necessary  to  place  the  most  expensive  machine  in  the  school, 
an  offset  press  worth  several  thousand  dollars,  in  a  corner  of  a 
low,  poorly  lighted  and  poorly  ventilated  basement  room.  This 
one  machine  is  worth  more  than  the  entire  equipment  provided 
by  the  Board  of  Education  for  both  the  day  and  evening  voca- 
tional work  in  this  school.  In  most  of  the  evening  trade  schools, 
some  trade  classes  have  been  organized  without  adequate  equip- 
ment to  carry  on  the  work.  This  is  illustrated  in  the  organiza- 
tion of  a  class  in  commercial  photography  in  this  school.  The 
instructor  paid  for  the  advertisements  in  the  "Want  Column" 
of  a  daily  newspaper;  purchased  the  necessary  material  for  a 
dark  room;  provided  the  camera,  plate  holders  and  chemicals. 
Nearly  forty  photographers  registered  for  this  course,  but  the 
equipment  was  so  meagre  that  many  gave  up  the  work  after  a 
few  evenings. 

The  co-operation  of  the  employers  and  employees  in  providing 
«qi;'pment  for  this  evening  school  is  due  largely  to  the  efforts  of 
the  principal,  who  has  been  able,  in  spite  of  the  physical  handi- 
caps, to  develop  one  of  the  largest  and  most  successful  evening 
trade  schools  in  the  City  of  New  York. 

Long  Island  City  High  and  Trade  School:  This  evening 
school  is  located  in  Bryant  High  School.  The  day  school  equip- 
m«iit  for  machine  shop  work,  woodworking  and  drafting  is  used 
for  the  trade  extension  work.  Two  additional  shops  have  been 
provided  in  the  basement,  one  for  lead  work  for  plumbers  and  the 
other  for  a  class  in  automobile  repairing. 

Stuyvesant  Evening  Trade  School:  The  equipment  used  for 
both  day  and  evening  courses,  such  as  machine  shop  work,  forg- 
ing, pattern  making,  carpentry  and  joinery,  is  ample,  but  the 
equipment  provided  for  evening  courses  that  are  not  offered  in 
the  day  school  is  not  sufficient  to  do  work  of  a  practical  nature. 
This  was  particularly  true  in  the  elementary  classes  in  electric 
wiring  where  the  equipment  consisted  of  a  few  boards  that  were 
laid  on  the  tops  of  the  desks  or  placed  against  the  walls,  and 
bells,  batteries,  wire  and  the  necessary  hand  tools.  The  class  in 
commercial  photography  had  practically  no  equipment  with 
which  to  work. 

Bushwich  Evening  Trade  School:     The  regular  high  school 


Evening  Trade  Schools 


^'    -'-'^     ^-'■'   V  {2^7 -^ 


equipment  for  the  courses  in  machine  shop  work,  pattern  making, 
forging,  woodworking,  is  used  for  the  evening  trade  classes  in 
these  subjects.  Additional  shops  have  been  equipped  in  the  base- 
ment for  classes  in  electric  wiring,  plumbing,  sheet  metal  work 
and  automobile  mechanics.  The  equipment  for  sheet  metal  work 
is  limited,  consisting  of  a  few  sets  of  hand  tools.  The  equipment 
provided  for  the  work  in  automobile  mechanics  was  limited  to 
two  engines  and  a  few  special  tools. 

Brooklyn  Evening  Trade  School:  The  regular  day  school 
manual  training  equipment  is  used  in  this  school  for  all  courses 
except  those  in  electric  wiring  and  linotype  operating.  The  equip- 
ment provided  for  electrical  classes  consisted  of  bells,  wire,  hand 
tools  and  one  or  two  motors. 

Tottenville  Evening  Trade  School:  The  rooms  and  equipment 
provided  for  the  courses  in  plumbing,  terra  cotta  modeling,  and 
gas  engine  mechanics  are  located  in  the  basement  and  are  used 
only  for  evening  trade  school  work.  Most  of  the  equipment  has 
been  donated  to  the  school  by  manufacturers,  and  is  limited  in 
quantity  and  variety. 

Manhattan  Evening  Trade  School:  The  building  and  equip- 
ment provided  for  this  school  is  described  in  the  day  schocft 
report. 

Evening  School  of  Industrial  Arts :  The  work  of  the  Evening 
School  of  Industrial  Arts  is  seriously  handicapped  by  lack  of 
equipment  and  suitable  quarters.  The  work  is  carried  on  in  an 
elementary  school  building  and  most  of  the  classes  are  conducted 
in  the  regular  class  room.  A  special  room  has  been  fitted  up 
for  the  class  in  jewelry  design,  and  a  play  room  in  the  attic  is 
used  for  the  class  in  mural  decoration.  One  class  in  costume 
design  was  conducted  in  the  domestic  science  room.  It  is  diffi- 
cult for  adults  to  sit  at  elementary  desks  and  do  satisfactory 
work  in  design. 


DISTRIBUTIOlSr  OF  STUDENTS  BY  SUBJECTS 

The  following  chart  shows  the  number  of  classes,  the  total 
register  and  the  number  of  pupils  on  register  March  28,  1917, 


154 


Industrial  Education  Survey 


in  the  nine  evening  trade  schools  distributed  by  trade  groups 
and  trades: 


Drawing  and  Design : 

Architectural  Drawing  . 

Blue  Print  Reading  

Commercial  Design 

Free-hand  Drawing   

Garment  Design    

Industrial  Design   

Ladies  Garment  Design   . 
Mechanical  Drawing  . .  .  . 

Plan   Reading    

Ship   Drafting    

Structural  Steel  Drafting 

Terra  Cotta  Design 

Trade  Drafting   


CHART  11. 

Number 

Total  Reg- 

Number on 

Classes 

ister  to 

Register 

March  28, 

March  28, 

1917. 

1917. 

7 

246 

137 

1 

121 
41 
74 

235 
34 

325 

29 

1 

20 

2 

37 

4 

125 

1 

25 

6 

133 

20 

1070 

263 

31 

41 

472 

7 

142 

1 

21 

1 

18 

1 

27 
64 

22 

2 

49 

54 


2572 


1230 


Dressmaking  and  Millinery : 

Dressmaking    

Millinery   


96 
28 

124 


74 
25 

99 


Electrical  Work : 

Applied  Electricity   . . . 
Electrical  Engineering 

Electrical  Wiring  and 
Installation    

Municipal  Electric 
Theory   


5 

171 

71 

2 

65 

31 

7 

236 

102 

25 

1000 

570 

2 

50 

31 

— 

34 

1286 

703 

Gas  Engine  : 

Gas  Engine  Mechanics 
and  Auto  Repair  . 


14 


686 


382 


Evening  Trade  Schools 


ITm 


Special  Trades : 
/n  dust  rial  Soifnce  : 

Chemistry    

Physics    

Shop  Arithaietic    

Trade  Mathmatics 

Lithography : 

Offset   Press   Work 

Litho-Photography    

Litho-Transfer    

Metal  Trades  : 

Machine   Shop    

Blacksmithing — Forging 

Tool  Making   

Sheet  Metal   

I'liimbing:     

Printing  Trades  : 

Kelly  Press  Operating. . . . 

Linotype  Operating 

Monotype  Operating 

Printing    

Proofreading 

Baking 

Commercial  Photography   . 

Interior  Decoration 

Motion  Picture  Mechanics. 
Player  Piano  Mechanics.. 

Sign  Painting   

Steam  Engineering   

Surveying    

Terra  Cotta  Modeling 

Wireless   


Total  Reg- 

Number on 

ister  to 

Register 

Number 

March  28, 

March  28. 

Classes 

1017 

1917 

6 

193 

101 

3 

175 

75 

2 

74 

29 

1 

51 

25 

12 


21 


19 


493 


137 


986 


G92 


230 


2 

60 

36 

2 

55 

41 

1 

22 

13 

90 


567 


6 

263 

127 

4 

153 

86 

31 

1402 

780 

15 

614 

302 

2 

76 

38 

4 

122 

87 

2 

42 

31 

8 

309 

180 

3 

83 

56 

391 


2 

42 

27 

3 

84 

44 

1 

21 

12 

2 

62 

32 

1 

35 

15 

2 

52 

23 

2 

80 

20 

1 

24 

13 

1 

20 

20 

1 

17 

17 

16 


437 


223 


156 


Industrial  Education  Survey 


Special  Trades : 
Woodworking  Trades : 

Cabinet  Making 

Carpentry  and  Joinery 

Pattern  Making   

Evening  School  of  Industrial  Arts : 

Book  Illustration 

Costume  Design 

Jewelry  Design 

Mural  Decoration  

Plastic  Design   

Poster  Design 

Stained  Glass  Design 

Textile  Design  


Total  Reg- 

Number on 

ister  to 

Register 

Number 

March  28, 

March  28, 

Classes 

1917 

1917 

r> 

163 

98 

8 

221 

160 

3 

117 

64 

16 

4 
4 
1 
2 
1 
1 
1 
1 


501 

142 

187 
23 
72 
22 
89 
14 
22 


312 

72 
115 
11 
44 
16 
22 
8 
13 


(1)     Manhattan  Evening  Trade  School 
for  Girls : 
Drafting  and  Pattern  Cutting. 

Waist  Draping  

Garment  Operating    

Straw  Machine  Operating  .... 

Embroidery  Operating  

Lamp  Shades  and 

Novelty  Work   


15 


571 


27 


301 


2 

160 

46 

2 

92 

47 

4 

S48 

90 

2 

91 

89 

2 

79 

86 

20 


13 

(1)     Short  courses  ranging  from  5  to  30  nights. 


787 


277 


SUMMAKY : 

1.  The  evening  trade  classes  represent  the  largest  field  of 
industrial  education  in  New  York  City,  both  in  numbers 

enrolled  and  in  variety  of  trades  represented. 

2.  The  supervision  of  the  evening  trade  classes  is  left  almost 
entirely  in  tlie  hands  of  the  principals  of  the  schools.  This 
lack  of  centralized  control  is  shown  in  the  content  of  the 
courses  of  study ;  the  different  kinds  of  instruction  offered 
in  classes  having  the  same  titles;  the  requirements  for 
admission  of  pupils  to  trade  classes;  and  the  teaching 
methods  employed. 

3.  Very  little  attempt  has  been  made  to  secure  the  co-opera- 
tion of  employers'  associations  and  unions  in  developing 
the  evening  trade  classes.  Such  co-operation  as  has  been 
secured  has  been  the  work  of  individual  principals  and 


Evening  Trade  Schools  157 

has  been  of  little  value  in  developing  the  evening  trade 
classes  as  a  whole. 

4.  Very  few  classes  have  been  organized  to  meet  the  needs 
of  special  groups  of  workers.  Not  one  class  made  up 
entirely  of  apprentices  was  found  in  the  evening  trade 
classes.  In  many  classes  men  representing  five  or  six 
trades  were  found  in  the  same  class. 

5.  The  principal,  and  in  many  cases  the  individual  teacher, 
advertises  the  evening  trade  classes.  No  broad,  compre- 
hensive campaign  has  been  developed  for  advertising  the 
evening  trade  classes. 

REPOBT  OF  ADVISORY  COMMITTEE  OF  EVENING 
TRADE  SCHOOLS 

Resting  upon  the  findings  of  fact  developed  by  the  present 
survey,  the  committee  feel  that  evening  trade  schools  consisting 
of  trade  extension  classes  whose  members  are  employed  during 
the  day  in  occupations  to  which  the  instruction  offered  is  strictly 
related,  represent  the  most  important  need  for  industrial  educa- 
tion presented  in  the  city  and  that  provision  for  such  schools 
should  be  made  on  a  corresponding  scale. 

The  survey  shows  that  evening  classes  are  needed  for  the  fol- 
lowing reasons: 

(a)  In  order  to  provide  opportunity  for  better  all-round  train- 
ing for  the  worker.  Such  opportunity  is  lacking  in  the  proper 
training  of  apprentices  in  most  manufacturing  establishments 
where  the  work  is  usually  of  a  more  or  less  highly  specialized 
character. 

(b)  The  rank  and  file  of  industrial  workers  leave  school  at 
so  early  an  age  that  development  of  initiative  and  ability  is  apt 
to  be  very  slow,  if  not  lost  entirely.  The  evening  trade  extension 
class  offers  opportunity  to  the  individual  to  find  himself. 

(c)  The  demand  is  so  great  at  the  present  for  skilled  work- 
men, gang  bosses  and  foremen,  that  it  is  extremely  essential  that 
properly  organized  trade  extension  classes  give  the  opportunity 
and  help  to  men  in  the  trades  in  preparing  themselves  for  the 
better  positions  or  places  in  industry  which  are  waiting  for 
them. 

(d)  Industries  are  changing  in  character  and  it  is  frequently 
necessary  for  the  worker  to  obtain  instruction  along  other  than 
his  accustomed  lines  of  work  in  order  that  he  may  keep  abreast 
with  modern  industrial  development,  methods  and  processes. 
Trade  extension  classes  operating  on  the  unit  course  plan  may  be 
of  invaluable  aid  to  such  men. 

Inasmuch  as  the  state  law  requires  that  pupils  in  evening 
trade  or  homemaking  classes,  receiving  state  aid  shall  be  16  years 


158  Industrial  Education  Survey 

of  age  or  over,  and  inasmuch  as  employers,  as  a  rule,  will  not 
accept  boys  under  16  as  apprentices,  the  committee  are  of  the 
opinion  that  16  years  should  be,  as  at  present,  the  minimum  age 
of  pupils  admitted  to  evening  trade  extension  classes. 

A  study  of  the  survey  report  shows  that  large  numbers  of 
pupils  are  admitted  to  evening  trade  extension  classes  who  are 
not  employed  in  industrial  or  trade  pursuits  during  the  day.  The 
committee  recommends  that  applicants  for  admission  to  trade 
extension  classes  should  not  be  accepted  as  members  of  the  class 
unless  employed  during  the  day  in  an  occupation  recognized  as  a 
part  of  the  trade  in  which  instruction  is  offered. 

The  survey  shows  that  one  of  the  serious  weaknesses  in  carry 
ing  forward  evening  trade  classes  is  the  large  falling  off  in  attend- 
ance mainly  brought  about  by  the  tendency  of  many  persons  to 
register  and  drop  out  after  a  few  nights  in  the  class.  In  order 
to  insure  seriousness  of  purpose  in  those  registering  for  these 
classes,  the  committee  recommends  that  a  nominal  deposit  be 
required  in  each  course  of  all  pupils  registering  in  evening  trade 
extension  classes,  this  deposit  to  be  returned  to  those  students 
maintaining  an  average  attendance  of  at  least  75  per  cent,  of 
their  class  sessions.  This  fee  should  be  large  enough  to  cover 
the  cost  of  any  texts,  materials,  and  supplies  lent  the  pupil  in 
order  that  he  may  feel  the  responsibility  of  the  return  to  the 
school,  when  it  is  necessary  for  him  to  do  so,  of  all  such  material 
in  satisfactory  condition. 

In  regard  to  organization,  the  committee  recommend  that  all 
evening  trade  schools  should  be  under  the  final  authority  of  the 
person  having  in  charge  the  direction  of  all-day  vocational  or 
trade  schools.  Many  of  the  problems  of  the  evening  trade  schools 
are  similar  to  those  of  the  all-day  schools  giving  intensive  instruc- 
tion in  trade  work: 

Men  of  practical  experience  teaching  in  the  day  schools  are 
available  for  work  in  evening  schools. 

Investigations  or  surveys  should  be  made  to  determine  the 
need  of  certain  kinds  or  phases  of  trade  instruction  by  the  head 
of  the  entire  system. 

The  equipment  in  said  schools  should  be  made  available  for 
evening  trade  school  purposes. 

The  organization  of  classes,  in  the  judgment  of  the  committee, 
should  follow  the  present  plan  which  offers  two  nights  per  week 


Evening  Trade  Schools  159 

for  a  definite  number  of  weeks  in  any  course  of  instruction  in  any 
specific  trade  subject,  but  not  exceeding  thirty  weeks  a  year  for 
anj'  special  unit.  Students,  however,  with  the  consent  of  the 
director  of  industrial  education,  should  be  given  the  opportunity 
to  attend  a  second  class  in  a  related  trade  subject. 

In  regard  to  the  size  of  classes,  the  committee  are  of  the 
opinion  that  shop  classes  should  not  exceed  16  and  that  classes  in 
trade  drawing,  shop  mathematics  and  trade  science  should  not 
exceed  20  to  24.  Men  and  boys  in  trade  classes  differ  extremely 
as  far  as  ability,  trade  experience  and  previous  school  training 
are  concerned.  Instruction  of  necessity  must  be  largely  indi- 
vidual. With  the  class  in  session  barely  two  hours,  the  teacher 
can  spend  less  than  ten  minutes  with  the  individual  if  the  num- 
ber exceeds  twelve  in  the  class.  To  those  having  experience  in 
evening  classes  it  is  obvious  that  the  personal  contact  between 
teacher  and  pupil  give  the  most  satisfactory  result.  When 
students  are  enrolled  it  is  highly  desirable  that  teachers  should 
register  students  for  their  own  classes.  The  personal  interview, 
which  cannot  be  satisfactorily  accomplished  by  the  principal 
alone,  helps  very  much  in  ascertaining  the  needs  of  the  applicant 
and  in  placing  or  classifying  him  with  the  group  where  he 
belongs. 

This  committee  heartily  endorses  the  recommendations  of  the 
committees  appointed  by  the  Allied  Printing  Trades  Council  and 
the  Association  of  Employing  Printers,  for  the  establishment  of  a 
central  school  of  printing  and  also  the  adoption  of  the  courses 
of  study  suggested  by  these  committees  for  evening  trade  exten- 
sion classes  in  printing. 

This  committee  also  has  the  firm  conviction  that  it  is  advis- 
able to  bring  together  in  one  school  wherever  practicable  all 
evening  classes  in  the  same  field  of  work  in  order  that  through 
this  larger  grouping,  students  may  be  more  readily  and  carefully 
graded  as  to  their  previous  training,  experience  and  ability.  This 
plan  will  tend  to  improve  the  character  of  instruction  and  make 
possible  much  better  and  more  far  reaching  results  than  are  at 
present  obtainable.  This  arrangement  also  makes  possible  a 
larger  and  more  satisfactory  equipment  than  can  be  had  under 
the  present  plan  of  widely  distributed  classes  in  the  same  sub- 
jects. 

The  committee  are  of  the  opinion  that  a  judiciously  planned 
system  of  advertising  will  enable  the  evening  trade  classes  to  more 


160  Industrial  Education  Survey 

effectively  reach  the  workers  most  prepared  to  benefit  through 
such  instruction.  All  advertising  of  evening  trade  extension 
classes  should  be  controlled  by  a  central  source  of  publicity 
which  should  always  in  its  advertising  emphasize  courses  offered 
and  opportunties  available  for  the  worker,  rather  than  to  accel- 
erate the  numbers  in  attendance  therein.  General  publicity  may 
be  given  through  newspaper  and  bulletin  board  advertising  but 
a  special  appeal  stating  opportunities  offered  to  workers  in  each 
trade,  should  be  made  by  means  of  circulars  advertising  coursea 
of  interest  to  each  group.  These  circulars  to  be  distributed  to 
labor  unions,  employers  and  other  interested  parties.  Lantern 
slides  showing  school  activities  can  be  shown  in  moving  picture 
houses  together  with  announcements  of  opportunities  offered. 
Display  advertisements  in  the  "Want"  columns  of  newspapers  are 
very  effective  in  calling  attention  to  the  school. 

A  study  of  the  survey  report  indicates  very  clearly  the  lack 
of  adequate  supervision  of  these  classes.  The  immense  amount 
of  routine  clerical  reports  and  work  connected  with  them  gives 
the  principal  of  the  school  little  opportunity  to  supervise  properly 
the  classes  in  his  charge.  The  committee  recommends  that  suf- 
ficient clerical  help  be  provided  to  take  care  of  all  routine  work 
and  records  in  order  that  the  principals  may  devote  practically 
their  whole  time  to  visiting  classes  in  their  charge  and  that  the 
teachers  may  devote  their  whole  time  to  instruction. 

The  survey  indicates  the  need  of  special  supervisors  for  the 
work  of  many  classes.  For  instance,  there  are  1,286  students 
enrolled  in  34  classes  in  electrical  work.  No  attempt  has  been 
made  to  standardize  or  even  outline  logical  and  systematic 
courses  of  instruction  for  aU  of  these  classes.  This  is  prac- 
tically true  of  all  the  other  courses  in  the  trade  classes.  This 
committee  wishes  to  emphasize  this  lack  of  proper  supervision 
and  recommends  that  special  supervisors  be  appointed  to  look 
after  all  classes  in  the  special  subjects  under  consideration  by 
the  survey  committee.  The  duties  of  these  supervisors  may  be 
outlined  somewhat  as  follows : 

(a)  To  determine  from  consultation  with  employers  and  em- 
ployees the  special  needs  that  the  instruction  offered  shall  meet. 

(b)  To  meet  with  and  instruct  teachers  as  to  the  needs  of 
pupils,  methods  of  teaching  and  assist  in  the  working  out  of 
details  of  courses. 

(c)  To  supervise  carefully  and  check  up  the  work  of  indi- 
vidual teachers. 


Evening  Trade  Schools  161 

(d)  To  make  recommendations  as  to  needed  equipment  and 
supplies. 

(e)  To  determine  the  type  of  pupils  who  may  enter  various 
trade  classes. 

(f)  To  arouse  interest  in  evening  school  work  among  labor 
unions  and  employers  associations. 

(g)  To  standardize  courses  of  instruction  and  assist  the 
board  of  examiners  in  the  selection  of  teachers  for  classes  under 
this  supervision. 

The  committee  recommends  that  a  careful  study  be  made  of 
the  various  reports  of  the  survey  committee  and  from  the  informa- 
tion there  given  concerning  the  details  of  the  different  occupa- 
tions investigated,  courses  of  instruction  be  carefully  outlined 
by  a  group  of  people  thoroughly  conversant  with  the  needs  of 
the  workers  and  also  competent  to  intelligently  plan  such 
courses.  Such  courses  once  thoroughly  worked  out  can  be  readily 
followed  by  properly  selected  teachers,  who,  with  the  assistance 
of  competent  supervisors,  can  keep  these  courses  of  instruction 
in  line,  and  abreast  of,  the  demands  of  modern  industry. 

In  regard  to  the  short  unit  course  referred  to  in  the  findings, 
the  committee  feel  that  it  is  very  important  that  certain  funda- 
mental facts  should  be  recognized : 

(1)  The  short  unit  course  of  instruction  in  evening  schools 
has  its  special  value  for  adult  workers  who  have  not  the  habit 
or  inclination  to  attend  school  courses  of  any  length  and  who 
would  be  drawn  to  the  evening  school  only  to  obtain  assistance 
for  some  direct  and  particular  need  which  arises  in  their  imme- 
diate practical  experience. 

(2)  For  the  young  men  between  16  and  21  years  of  age  who 
attend  evening  courses,  it  is  far  better  in  the  judgment  of  the 
committee  to  ofifer  courses  of  a  year,  two  years  and  even  three 
years  in  length  composed  of  matter  that  relates  directly  to  trade 
needs  and  in  which  the  instruction  is  differentiated  to  the  fullest 
degree.  It  would  be  a  great  mistake  in  the  judgment  of  the  com- 
mittee to  emphasize  solely  to  these  young  men  in  the  developing 
period  of  life,  and  whose  exact  place  in  their  industrial  future 
is  not  yet  defined,  the  idea  of  the  short  unit  course,  and  place 
the  educational  emphasis  only  upon  a  brief  fractional  part  of 
a  single  subject  of  instruction. 

Signed 
Frank  E.  Mathbwson, 
c.  r.  doolet, 
o.  b.  fueney. 


i 


THE  CO-OPERATIVE  CLASSES  IN  THE  NEW  YORK  CITY 
HIGH  SCHOOLS. 

The  history  of  the  movement  for  the  establishment  of  co-oper- 
ative classes  in  New  York  City  is  practically  the  same  as  that 
which  resnlted  in  the  establishment  of  the  continuation  classes. 
The  classes  were  started  under  the  direct  supervision  of  the  late 
Dr.  J.  H.  Haaren,  associate  superintendent  of  schools,  with  Dean 
Herman  Schneider,  of  the  University  of  Cincinnati,  acting  in  an 
advisory  capacity.  The  necessary  authorization  for  the  work  was 
passed  by  the  Board  of  Education  September  16,  1914. 

The  following  definition  of  the  "Co-operative  System"  is  taken 
from  Dean  Schneider's  report  (1911)  to  the  Committee  on  School 
Inquiry  of  the  Board  of  Estimate  and  Apportionment : 

The  Co-operative  System:  ''The  co-operative  system  is  based 
on  an  agreement  between  a  group  of  manufacturers  and  a  school 
system  whereby  the  manufacturers  agreed  to  institute  and  carry 
on  a  thorough  and  comprehensive  apprentice  course  in  their  par- 
ticular trades;  and  in  which  the  school  agrees  to  give  both  gen- 
eral and  specialized  instruction  to  the  apprentices.  The  course 
of  work  which  the  student  receives  in  the  shop  is  scheduled  by 
the  shop  and  must  be  approved  by  the  school  authorities.  In  most 
cases  the  amount  of  school  instruction  is  equal  to  the  amount  of 
shop  work.  The  apprentices  are  usually  divided  in  two  sections. 
that  alternate  with  each  other,  for  example,  by  weeks,  so  that 
when  one  section  is  at  the  shop  and  the  other  is  at  the  school, 
both  the  shop  and  school,  therefore,  are  always  fully  manned. 
The  apprentices  are  paid  for  their  work  in  the  shop  on  the  regular 
!<pprenticeship  scale  of  their  own  particular  trade. 

The  Co-ord'uKitor:  "In  order  that  the  work  of  the  school  may 
be  definitely  co-ordinated  with  the  work  of  the  slioj).  a  sei)arate 
set  of  teachers  is  sometimes  employed.  These  may  be  called  co- 
ordinators. A  shop  co-ordiuator  is  a  teacher  \A'ell  versed  in  sho]) 
practice.  His  function  is  to  make  a  direct  co-ordination  of  the 
work  of  the  shop  with  the  instruction  of  the  schools." 

The  Co-operation  oj  the  High  School  Principals:  The  Presi- 
dent of  the  Board  of  Education  st-nt  to  the  liigli  scliool  princi- 
pals of  thf  city  a  letter  describing  tlie  proposed  i>lau  of  co-opera- 

163 


164  Industrial  Education  Survey 

tion  between  the  schools  and  the  employers,  and,  at  a  meeting  of 
the  principals,  Dr.  Schneider  outlined  the  plan  of  co-operative 
work.  Each  of  the  principals  who  expressed  an  interest  was  vis- 
ited by  the  associate  superintendent  in  charge  of  the  co-operating 
work  and  if  he  expressed  a  readiness  to  try  the  experiment  in 
his  school  he  was  asked  to  name  a  member  of  his  corps  of  teachers 
to  act  as  coordinator. 

Before  the  plan  could  be  started  it  was  necessary  to  secure 
the  co-operation  of  the  parents.  This  was  done  in  many  ways. 
Public  meetings  were  held  where  the  superintendent  in  charge  of 
this  work,  the  principal  of  the  school,  or  the  co-ordinator  ex- 
plained the  plan  to  the  parents  who  were  present.  The  following 
statements  are  extracts  taken  from  circulars  describing  the  co/ 
operative  plan  which  were  sent  to  parents : 

"Co-operation  is  established  only  with  such  business  houses 
as  provide  thorough  training  under  favorable  conditions  in  occu- 
pations leading  to  a  competence,  self-respect  and  development. 
In  short,  this  plan  means  not  getting  a  job  but  starting  on  a 
career. 

"Full  school  credit  will  probably  be  given  for  the  work  done  in 
the  shop,  store  and  oflSce,  so  that  the  student  under  the  co-oper- 
ative plan  may  complete  his  course  in  the  usual  time. 

"All  boys  and  girls  over  the  age  of  sixteen  who  have  success- 
fully passed  in  at  least  one  year's  work  in  any  of  the  established 
high  school  courses  and  who  obtain  the  consent  of  their  parents, 
or  guardians,  to  take  this  course,  are  eligible." 

The  Co-operation  of  Employers:  In  other  cities  where  the  co- 
operative plan  has  been  introduced  it  has  been  at  the  request  of 
the  employers  either  as  individuals  or  through  their  associations. 
Here  the  employers  needed  to  be  educated  to  appreciate  the  value 
of  the  plan  to  them  as  well  as  to  the  students.  Much  of  this  work 
had  to  be  done  by  the  coordinators  who  made  individual  visits  to 
oflSces  of  many  firms  in  an  endeavor  to  interest  them  in  the  plan. 
The  following  statements  are  extracts  taken  from  circulars,  de- 
scribing the  co-operative  plan  sent  to  employing  firms.  They  are 
presented  here  because  they  furnish  a  standard  by  which  the 
work  of  the  classes  can  be  judged : 

"The  work  of  the  students  in  the  industry  follows  a  predeter- 
mined sequence  (the  office  as  shop  sj-llabus)  in  order  that  the 
students  may  become  familiar  with  the  relations  of  the  various 
processes  to  each  other,  as  well  as  with  the  processes  themselves. 


Cooperative  Classed  166 

"The  work  in  the  school  is  related  to  the  work  in  the  industry 
by  the  coordinators  (employed  by  the  Board  of  Education)  who 
study  the  pupils  and  their  work  for  the  purposes  of:  (a)  Discov- 
ering defects  in  the  work  and  habits  of  students  that  may  be  cor- 
rected in  school;  (b)  Finding  how  the  school  work  may  supple- 
ment the  industrial  work." 


Beginning  the  Work:  As  soon  as  schools,  pupils,  parents  and 
employers  began  to  be  interested  in  the  co-operative  plan  and  ex- 
pressed a  willingness  to  undertake  it,  the  work  was  started.  Five 
schools  (Curtis,  Bushwick,  Manual  Training,  Newtown,  and  Julia 
Richman)  began  work  February  1,  1915.  The  Bryant  started  a 
week  later.  Stuyvesant  began  the  work  on  February  22,  the  Com- 
mercial on  March  8,  and  the  Washington  Irving  on  March  22. 
The  Erasmus  Hall  School  started  on  May  10.  The  table  below 
gives  the  number  of  pairs  of  workers  and  the  number  of  co-oper- 
ating firms  on  the  opening  date  for  each  school : 


TABLE  SHOWING  SCHOOLS,  DATE  OF  ORGANIZATION  OF  WORK, 

NUMBER  OF  PUPILS,  AND  FIRMS  CO-OPERATING. 

Pairs  Go-operating  Firms 

School                           Date  Beginning  Pupila  Co-operating 

Curtia    Feb.     1,  1915  6  3 

Bushwick    Com Feb.     1,1915  5  1 

Bushwick  Tech Feb.     1,1915  8  3 

Manual    Training Feb,     1,1915  10  3 

Newtown Feb.     1,1915  12  3 

Julia    Richman Feb,     1,  1915  1  1 

Bryant    Feb.     8,  1915  1  1 

Stuyvesant    Feb.  22,  1915  4  1 

Commercial    Mar.    8,  1915  1  1 

Washington  Irving Mar.  22,  1915  7  2 

Erasmus  Hall May  10,  1915  2  2 

During  the  half  year,  from  February  1,  1915,  to  July  31,  1915, 
there  were  63  different  firms  that  co-operated  in  this  work,  em- 
ploying a  total  of  103  boys  in  19  different  occupations  and  65 
girls  in  six  occupations.  Of  the  103  boys,  42  were  employed  in 
machine  shop  work  and  22  in  clerical  work;  the  remaining  39 
were  distributed  in  17  different  occupations.  Of  the  girls,  31 
were  engaged  in  clerical  work,  15  in  salesmanship,  15  in  dress- 
making, two  in  art  work  and  two  in  corset  making. 


1()6  I ndiisl riiil  Ikiucdtioti  ><urvei/ 

Development  oj  the  Cooperative  Classes:  The  report  lor  the 
week  ending  January  20,  I'JlT,  showed  that  the  eleven  high 
schools  engaged  in  the  co-operative  work  had  386  pupils  in  these 
classes  and  had  been  able  to  secure  the  co-operation  of  90  tirms. 
The  distribution  of  these  pupils  by  schools,  the  number  of  firms 
and  the  nature  of  the  occupation  of  the  pupils  is  shown  in  the 
table  below : 

Number  of 
School  Pupils 

Boys     Girls 

Bushwick  —  Industrial 37 

Bushwick  —  Conimeieial 105 

Bryant    9 

Commercial    G7 

Curtis  7 

Julia   Richman 8 

Monis    ;j         27 

Manual    Training 42 

Stuyvesant     8 

Newtown 21         28 

Wasliiiigtou    Irving 24 

104       192  90 

Re-organizatioH  oj  Co-operative  Work:  In  February,  1917, 
four  weeks  before  this  survey  of  the  co-operative  classes  was 
started,  the  Committee  on  Industrial  Schools  and  Vocational 
Activities  of  the  Board  of  Education,  secured  the  services  of  Dean 
Schneider  for  a  week's  time,  to  advise  with  those  in  charge  of  the 
co-operative  classes  concerning  the  re-organization  of  the  work. 
The  purpose  of  this  re-organization  was  to  take  advantage  of  the 
experience  gained  in  the  two. years  that  the  co-operative  classes 
had  been  in  operation  to  reduce  the  expense  and  make  the  work 
more  eificient  by  centralizing  various  types  of  classes  in  certain 
schools  adapted  by  location  and  equipment  for  that  work.  As  a 
result  the  classes  were  distributed  as  folloAvs: 

Manual  Training  High  School — industrial  work  for  boys, 
Washington  Irving  High  School — industrial  work  for  girls, 
Bushwick  High  School — commercial  work  for  girls, 
Commercial  High  School — commercial  work  for  boys, 
Morris  High  School — commercial  work  for  boys  and  girls, 


Number  of 

Nature  of 

Firms 

Work. 

12 

Industrial 

15 

Clerical 

4 

Industrial 

6 

Clerical 

4 

Industrial 

3 

Clerical 

5 

Clerical  and 

Salesmanship 

12 

Industrial 

7 

Industrial 

15 

Clerical  and 

Salesmanship 

7 

Industrial 

Co-operative  Classes 


167 


Newtown  High  School — commercial  and  mercantile  work  for  boys 

and  girls, 
Julia  Richmau  High  School — coniniercial  work  for  girls. 

The  direction  of  the  co-operative  classes  wiis  i)hice(l  in  the 
hands  of  the  associate  superintendent  in  charge  of  vocational  ac- 
tivities who  was  already  in  charge  of  the  i)revocational  schools, 
the  day  vocational  schools  and  the  part-time  industrial  and  con- 
tinuation classes. 

Distribution  of  Pupils  in  Co-operative  Work:  For  the  week 
ending  March  24,  1917,  in  the  seven  high  schools,  474  diflferent 
pupils  were  engaged  in  co-operative  work  for  122  firms.  Tn  order 
that  the  reader  may  see  the  nature  and  difficulty  of  the  problem 
with  which  the  coordinators  were  contending,  tables  are  given 
for  each  school  which  show  the  names  of  the  firms  co-operating, 
the  number  of  students,  the  nature  of  the  work  the  pupil  worker 
does,  and  the  aggregate  weekly  wages  earned. 


STATEMENT   SHOWING    HIGH   SCHOOLS    HAVING    CO-OPEHATIVE 

COURSES,    NUMBERS    ENROLLED,    THE    NAMES    OF    FIRMS 

CO-OPERATING,  THE  NATURE  OF  THE  WORK  AND 

AGGREGATE    WEEKLY    EARNINGS— WEEK 

ENDING  MARCH  24.  1917 

BUSHWICK  HIGH  SCHOOL 

Number 

Name  of  Firm                           of  Students  Total                Nature  of  Work 

Boys  Girls 

American   Book   Company 6  6  Office  Work 

Bell    Tailors 4  4  Office  Work 

Flemish  Linn  Phonograph  Co 2  2  Steno.  &  Type. 

Independent    Magazine .  .  Office  Work 

H.  H.  Ingersoll  &  Bro 22  22  Office  Work 

Liggitts     2  2  Clerical 

Merchants'  Association 2  2  Steno.  &  Type. 

Montgomery.  AVard  &  Co 33  33  Clerical 

Oppenheim  &  Collins  Co 4  4  Clerical 

Portland  Consolidated  Copper  Co.  .      .  .          1  1  Steno.  &  Type. 

Remington    Typewriter   Co 4  4  Clerical 

Review  of  Reviews 17  17  Clerical 

Triangle  Electric  Trading  Co 1  1  Steno.  &  Type. 

Western  Union  Telegraph  Co. 1  1  Clerical 


.  .      10(1         100 
Aggregate  weekly   carningN   for  lialf  of  the   puiiils 


-$270.20. 


168 


Industrial  Education  Survey 


COMMERCIAL  HIGH  SCHOOL 

Number 

Name  of  Firm                         of  Students  Total  Nature  of  Work 

Boys  Girls 

Broome  &  Newman 1       . .  1  Clerical 

Corn  Products  Refining  Co 2       . .  2  Clerical 

Frugons-Balleto  &  Bellegatti 1       ..  1  Collecting  Acct«. 

Johnson  &  Higgins 2       ..  2  Office  Work 

Remington  Typewriter  Co 18       . .  18  Clerical 

William  R.  Grace  &  Co 13       ..  13  Clerical 

Federal  Reserve  Bank 5       . .  5  Mercantile 

Public  Bank  of  New  York 2       . .  2  Banking 

The  Texas  Company 4       . .  4  Banking 

8       . .  8  Office  Work 

56       ..  56 

Aggregate  weekly  earnings  for  half  of  the  pupils — ^$241.89. 


JULIA  RICHMAN  HIGH  SCHOOL 

Number 

Name  of  Firm                          of  Students  Total 

Boya  Girla 

OoUiera 2  2 

Funk  &  Wagnalls 8  8 

Lord  &  Taylor 8  8 

R.  H.  Macy  &  Co 4  4 

Western  Union  Telegraph  Co 1  1 


Nature  of  Work 

Clerical 
Clerical 
Clerical 
Office  Work 
Clerical 


..23         23 

Average  aggregate  weekly  earnings  for  half  of  the  pupils — $61.00, 


MORRIS  HIGH  SCHOOL 

Number 

Name  of  Firm                         of  Students  Total              Nature  of  Work 

Boya  Girla 

B.  Altman  &  Co 1  1  Clerical 

Lord  &  Taylor 8  8  Salesmanship 

R.  H.  Macy  &  Co 16  16  Cler.A  Sales. 

R.  H.  Macy  &  Co 2       ..  2  Mercantile 

MeClure's    Magazine 2  2  Clerical 

Peierls,  Buhler  Co 2       ..  2  Clerical 


27 


31 


Aggregate  weekly  earnings  for  half  of  the  pupils — ^$71.50. 


Cooperative  Classes 

MANUAL  TRAINING  HIGH  SCHOOL. 

Number 

Name  of  Firm                          of  Studeuta  Total  Nature  of  Work 

Boys  Giria 

Amerioan  Ever  Ready  Co 2       . .  2  Drafting 

B.  Altman  &  Co 2       ..  2  Power  Plant 

American  International  Co 4       ..  4  Clerical 

Amer.   Machine   &  Foundry  Co 6       ..  5  Machine  Shop 

Beckers   Aniline   &   Chem.    Works..     4       ..  4  Chemical  Work 

E.  W.  Bliss  &  Co 1       . .  1  Machine  Shop 

Brady-Murray   Motor  Corp 2       ..  2  Auto  Repairs 

Doehler  Die  Casting  Co 4       . .  4  Die  Casting 

Electric  Bond  &  Share  Co 2       ..  2  Clerical 

Robert  Gair  Co 7       ..  7  Printing 

J.   B.   Hoecker  &  Co 1       . .  1  Lens  Grinding 

Intertype    Corporation 1       ..  1  Machine   Shop 

Isaac  Blanchard  Press 3       ..  3  Printing 

Lehn  &  Fink 2       . .  2  Mercantile 

R.  H.   Macy  &  Co..    1       . .  1  Power  Plant 

Mergenthaler    Linotype    Co 17       . .  17  Machine   Shop 

Metropolitan   Engineering  Co 4       ..  4  Manufacturing 

Richmond   Light  &  R.  R.  Co 1       ,.  1  Power  Plant 

Richmond  Light  &   R.  R.   Co 2       ..  2  Power  Plant 

Bears  Cross  &  Co 2       . .  2  Machine  Shop 

Western  Union  Telegraph  Co 10       . .  10  Telegraphing 

ll    ~T7  ~77 

Aggregate  weekly  earnings  for  half  of  the  pupils — $233.33. 
NEWTOWN  HIGH  SCHOOL 

Number 

Name  of  Firm                          of  Students  Total  Nature  of  Work 

Boys  Girls 

Abraham  &  Strauss 4  4  Clerical 

B.  Altman  &  Co 3  3  Clerical 

Amoskeag    4       . .  4  Office  Work 

Isaac  Blanchard  Press 1       ..  1  Printing 

Boy    Scouts   of   America 5       . .  6  Office  Work 

Oammeyer  Shoe  Co 1  1  Salesmanship 

Ever   Ready   Co 4       . .  4  Clerical 

Funk  &  Wagnalla 3  3  Clerical 

Lord  &  Taylor 5  5  Salesmanship 

R.   H.   Macy  &  Oo 3      14  17  Salesmanship 

McClure's   4  4  Office  Work 

New  York  Times 1       ..  1  Office  Work 

Peierls   Buhler  Co 2        2  4  Clerical 

Rogers,  Peet  Co 1       . .  1  Salesmanship 

Slater  Shoe  Co 2       . .  2  Salesmanship 

U.   S.   Silver   Fox 2  2  Clerical 

Western   Union   Telegraph   Co 1       . .  1  Clerical 

A.  Winfheimer  2       . .  2  Clerical 

Dommerich   1       ..  1  Office  Work 

~27    ~38  ~e^ 
Aggregate  weekly  earnings  for  half  of  the  pupils — ?222.8B. 


17(1 


InituKtriul  Education  Purvey 


WASHINGTON  IiniNc;   HIGH  SCHOOL 
(Co-operating  with  Industrial  Firms) 
Niimhci 

Name  of  Finn                            of  Students  Total                Natufe  of  WorK 

Boys  Girls 

Miss    Smith 4  4  ludustrial 

Miss  Finch 2  o  ludustrial 

(Quality     Shop o  2  Industrial 

^^v,oi\  Vo S  8  Industrial 

*'^""    4  4  Industrial 

B.  Gordon 2  2  ludustrial 

Upf'rstein    &    Wittenberg 4  4  Industrial 

)'Douovan 4  4  Industrial 

Aliss  S.  Fiukelsteiu 2  2  Industrial 

Rohn  &  Rienzi 14  14  Industrial 

G.A.Simpson 8  S  Industrial 

P.  F.  McGowen  Co 4  4  Industrial 

Helen  Sheppard 4  4  Industrial 

62  ~62 
Aggregate  weekly  earnings  for  half  of  the  pupils — .$174.00. 

(Co-operating  with  City  Departments)* 
Number 

Name  of  Dept.                           of  Students  Tutnl               Nature  of  Work 

Boys  Girls 

Dr.    Robinson,    City   College 2  2  Clerical 

Secretary.   Board   of   Education (">  <»  Clerical 

Director  of  Janitors,  Mr.  Maguire 2  2  Clerical 

Associate  Supt.   Dr.  McAndrew 2  2  Clerical 

Associate   Supt.   Dr.   Shallow 2  2  Clerical 

Associate   Supt.   Dr.    Ettinger 2  2  Clerical 

Bureau  of  Statistics 2  2  Clerical 

District    Supt.   Dr.    Stitt 2  2  Clerical 

Mr.    Foster    2  2  Clerical 

Miss  Farrell   2  2  Clerical 

Dr.    Haney    2  2  Clerical 

Mrs.   Wilcox    2  2  Clerical 

Mr.   Jenkins    2  2  Clerical 

Physical  Training  Department 2  2  Clerical 

Miss   Moscript    2  2  Clerical 

Bureau   of  Attendance 6  6  Clerical 

P.  S.  No.  40.  Dr.  Van  Denburgh 2  2  Clerical 

Bureau    of    Recreation 4  4  Clerical 

Mr.  Mills 4  4  Clerical 

Mr.   Dobbins 4  4  Clerical 

Employment  Dept.,  Wash.  Irv.  H.  S.    .  .          2  2  Clerical 

Co-ordina tor's  Office,  Wash.  Irv.  H.  S.     .  .          2  2  Clerical 

Dr.   Byrnes    2  2  Clerical 

I'ujjils  worked   w  ithout  pay                       .  .        60  60 

*  Up  to  February,  1917,  no  co-operative  pupils  who  were  not  being  itaid  for  the  time 
they  spent  out  of  the  school  were  reported.  Beginning  March  13,  it  was  decided  to  count 
the  pupils  in  the  commercial  department  of  Washington  Irving  High  School  who  were 
working    for    city    departments    and    received    no    pay    as    co-operative    students. 


Coo  pent  I'll*'  (Uatoits  171 

Sl'MMAUV   lOlt  Till']   WEEK 

Total  aggifpitc  oariiings  for  Imil  of  tin-  pupils .$1,28;).S0 

Total  number  of  i)apils  co-operating -174 

Total  uunibcr  of   linns  co-oporatiug llJH 

Total  uunibor   of   high   schools   cci-cipcrMting 7 

Limits  (>/  iJic  »s'/orr//.  This  survey  was  limited  to  tliose 
schools  ( Mumuil  Training,  Morris,  Newtown  and  Washington  Irv- 
ing) that  were  training  pupils  for  the  industries  and  salesman- 
ship which  represented  about  one-thii'd  of  the  co-operative  work 
organized  at  tlie  time  of  the  survey.  The  trades  at  which  the 
pupils  were  working  and  the  number  of  pupils  from  each  of  these 
four  high  schools  who  were  preparing  for  each  trade  is  shown  in 
the  table  on  this  page.  As  indicated  in  the  table  on  page  167, 
three  other  high  schools  ( Bushwick,  Julia  Eichman  and  Commer- 
cial) were  working  under  the  co-operative  plan,  but  as  the}'^  were 
training  exclusively  for  commercial  work  and  not  for  industrial 
work  or  salesmanship,  they  are  not  considered  in  this  part  of  the 
report. 


STATEMENT  SHOWING  DISTRIBUTION  OF  PUPILS  IN  INDUSTRIAL 

AND  SALESMANSHIP  CO-OPEKATIVE  CLASSES  BY  SCHOOLS 

AND  OCCUPATIONS  ON  MARCH  24,  1017. 

Manual  Training     Mnri  is       Newtown       Wash.  Irving 
Boys  Ciris     Boys  (iirls  Boys  Girls        Boys  Girls 

Autoniobilf   Rciniirinj; 2 

Chemical    4 

Drafting     2 

Dressmaking   .  .  .  .  . .        .  .  .  .  .  .  62 

Die  Casting 4 

Lens   Grinding 1 

Manufacturing    4 

Machine    Shop 20 

Printing    10  1 

Power  Plant  Operating...     0 

Salesmanship    .  .  .  .  24         (•         20 

T.)tals     .-.!)  .  .  .  .  I'l  7  20  (>2 


172  Industrial  Education  Survey 

CO-OPERATIVE  INDUSTRIAL  COURSE  FOR  BOYS  IN  THE 
MANUAL  TRAINING  HIGH  SCHOOL 
Organization:  After  the  reorganization  of  the  co-operative 
classes  in  February,  1917,  the  industrial  work  for  boys  was  dis- 
continued in  the  Bushwick,  Bryant,  and  Curtis  High  Schools  and 
centralized  in  the  Manual  Training  High  School  of  Brooklyn.  At 
the  time  of  the  survey  in  March,  1917,  this  school  had  an  enroll- 
ment of  3500  boys,  59  of  whom  were  enrolled  in  the  industrial 
co-operative  course.  Practically  all  of  the  boys  in  this  course 
were  in  separate  classes  for  all  subjects  but  because  of  the  limited 
number  of  boys  registered  for  any  of  the  trades  except  machine 
shop  practice,  they  were  not  grouped  or  divided  according  to 
trades  or  occupations.  The  classes  were  taught  by  regular  high 
school  teachers,  no  one  of  whom  spent  all  of  his  time  in  co-oper- 
ative work. 

Character  of  the  Instruction:  In  almost  all  classes  the  in- 
struction was  found  to  be  of  a  general  industrial  nature  with  as 
close  correlation  to  the  shop  work  of  the  boys  as  was  possible 
where  pupils  working  at  several  dififerent  trades  were  in  the  same 
class.  The  one  class  that  was  an  exception  to  this  was  in  chem- 
istry which  was  taught  as  a  pure  science  with  little  practical  ap- 
plication or  correlation  with  industry.  In  this  particular  case 
the  need  seemed  to  be  apparent  for  more  authority  on  the  part  of 
the  coordinator  so  that  he  might  bring  about  some  adjustment  in 
such  cases  as  this.  In  English  the  classics  (except  "Henry  VIII" 
and  "Idylls  of  the  King")  had  been  dropped  from  the  co-operative 
course.  Much  emphasis  was  placed  on  current  events,  conversa- 
tional English,  oral  expression,  spelling,  and  letter  writing.  In 
mathematics  certain  propositions  were  chosen  that  had  a  prac- 
tical bearing  on  trade  problems.  A  thorough  drill  was  given  in 
the  use  of  the  slide  rule  and  logarithms.  Applications  of  rules 
and  formulae  for  belting,  speeds  and  gearing  were  given  in  the 
course.  In  physics  the  emphasis  was  placed  on  mechanics,  power 
machines,  electricity,  electrical  testing,  steam  and  gas  engines. 
The  course  in  history  was  made  up  of  industrial  history,  Ameri- 
can history,  civics,  economics  and  the  biography  of  inventors. 

The  shop  work  was  largely  of  the  usual  manual  training  type 
with  only  slight  modifications  to  meet  the  needs  of  the  pupils  in 
the  co-operative  work.  Since  pupils  studying  several  dififerent 
trades  were  in  the  same  shop  class  (for  instance,  pupils  in  print- 
ing were  in  the  forge  shop)  the  school  shop  work  was  correlated 


Cooperative  Classes  173 

with  the  factory  work  only  in  the  case  of  those  boys  who  hap- 
pened to  be  employed  in  the  same  line  of  work  outside. 

Course  of  Study:  The  plan  of  studies  for  this  school  is  given 
as  an  illustration  of  what  has  been  done  to  adjust  the  regular 
high  school  course  of  study  to  the  needs  of  the  boys  in  the  co- 
operative classes.  In  some  cases  students  began  work  under  the 
co-operative  plan  in  the  second  year,  in  which  case  the  number 
of  points  per  term  for  the  school  subjects  is  one-half  the  number 
here  given  and  12  points  are  given  for  the  work  in  industry  as  in 
the  third  year. 

MANUAL  TRAINING  HIGH  SCHOOL  BROOKLYN 
Plan  of  Studies  Industrial  Oo-operative  Course 

First  Year :  Hours  per  Week     Points  per  Term 

English   5  5 

Expression    1  1 

Algebra    5  S 

General  Science 5  6 

Drawing  F.  H.  Mech.  2 4  2 

Shopwork — Materials    7  8% 

Music   1  yi 

Physical  Training 2  1 

30  23 
Second  Year :                                                        Hours  per  Week    Points  per  Term 

English   3  3 

Geometry    5  5 

Chemistry    5  6 

Industrial  History 3  3 

Drawing  F.  H.  Mech.  2 4  2 

Shopwork  and  Materials 7  3}4 

Music   1  ^ 

Physical  Training 2  1 

30  23 

Third  Year :  Hours  per  Week     Points  per  Term 

English    5  2i/^ 

Mathematics    5  2^ 

Physics    5  2}^ 

Commercial  Law  or  Economics 4  2 

Mechanical  Drawing 6  1 

Shop  Work- 
Machine  Shop 

Materials    6  lyi 

30  12 

Time  in  Industry 48  12 

24  points 


174  litdi(!<trial  Education  ISurvey 

MANUAL   TRAINING    HIGH    SCHOOL 

Inclustriiil   Co-opevation  Coiirst* 
Fourth  year  :  Hours  per  Week     Points  per  Term 

English    5  21^2 

Business  Practice  and  Bookkeeping 4  2 

Physics    ( Electricity  t 5  2i<^ 

American    History   and   Civics ."»  2i/^ 

Mechanical  Drawing 5  1 

Machine  Shoj)   0  Xj/j 

30  12 

Time   in    Industry 48  12 

24  points 
Points   reiiuired   for   graduation 150  poiuts 

Record !i  of  Pupils:  During  February  and  March,  1915,  there 
were  iO  boys  from  this  school  who  started  on  the  co-operative 
plan  of  work.  In  February,  1917,  they  were  distributed  as  fol- 
lows : 

Still  working  in  the  co-operative  course 18 

Transferred  to  other  schools o 

Transferred  to  regular  mamuil  training  course o 

At  work , 11 

In  military  service 1 

Unknown 1 

Total   40 

There  were  six  boj's  who  graduated  from  the  co-operative 
course  in  June,  1917. 

Attitude  of  Eittploijcrs  Toward  Co-operative  Pupils'  The 
methods  of  measuring  the  outside  work  by  the  school  authorities 
are  chiefly  through  the  reports  given  on  the  boys'  work  by  the 
foremen  and  superintendents  of  the  shops  and  the  work  of  the 
coordinator  who  checks  ui3  these  reports  by  personal  visits  to 
the  boys  at  work.  Each  boy  also  makes  a  report  the  first  day 
of  his  return  to  school. 

All  of  the  employers  of  the  boys  who  were  doing  industrial 
co-operative  work  stated  that  they  favored  the  plan  of  co-opera- 
tion between  the  school  and  the  industry,  although  there  was  a 
wide  difference  in  their  methods  of  handling  the  boys  that  worked 
for  them.  This  may  be  shown  by  comparing  two  firms  in  the 
same  line  of  business. 

The  first  firm  had  about  250  employees,  oC  whom  1'4  were  boys. 


(.'o-t)iirr<ilir<    Cltissrs  175 

two  of  them  working  on  the  co-operative  plan.  This  hrin  desired 
to  Lave  the  bovs  spend  from  six  months  to  one  year  running 
errands  for  whicli  ihcy  wouhl  receive  $0.00  a  week,  and  then  for 
another  year  they  wcio  to  distribute  leads  and  learn  the  case, 
receiving  .ifT.OO  per  week.  One  difliculty  with  the  scheme  was  that 
none  of  tlie  boys  would  stay  to  complete  the  errand  boy  period. 
The  foremen  stated  there  had  been  an  aggregation  (jf  twelve  boys 
sent  to  this  linn,  most  of  them  staying  only  about  three  months. 
One  stayed  a  year  spending  eight  months  as  errand  boy  and  four 
months  on  tlie  monotype.  The  foreman  said  that  the  boys  were 
a  nuisance  coming  in  one  week  and  out  tlie  next,  and,  although  he 
admitted  that  they  were  of  a  good  grade,  he  complained  that  they 
expected  to  set  type  or  run  a  jiress  as  soon  as  they  started  to 
woi'k.  The  boys  ol>jected  stienuously  to  the  long  errand  period, 
With  their  own  apprentices  the  firm  was  quite  liberal.  They 
sent  the  boys  to  the  apprentice  school,  paying  the  fees  and  their 
wages  for  the  time  s]3ent  there. 

The  other  firm  when  visited  in  April,  11117,  had  seven  boys 
who  were  doing  co-operative  work  and  would  have  been  glad  to 
have  had  ten  more.  The  fiirm  had  started  this  plan  one  and  a 
half  jears  before  this  and  had  had  a  total  of  twenty-two  boys 
from  the  schools.  Of  this  number,  twelve  divided  their  time  be- 
tween the  firm  and  the  school;  four  were  with  them  as  full  time 
workers,  and  six  had  left,  three  to  enter  office  work  and  three  to 
go  with  other  ])rinting  establishments.  Although  the  foremen 
were  opposed  to  the  scheme  at  first,  later  they  favored  it  heartilj'. 
The  foreman  of  the  press  room  said :  "The}'  are  absolutely  the 
best  boys  we  ever  had."  He  said  furthermore  that  as  soon  as  the 
apprentices  in  the  shop  had  finished  their  apprenticeship  the  firm 
would  put  in  co-operating  boys  exclusively.  Plans  had  also  been 
worked  out  so  that  the  boys  could  go  into  the  color  department 
and  the  lithographing  department.  The  schedule  for  these  boys 
in  the  press  room  was  three  months  as  ''fly  boys"  and  helpers  and 
nine  months  as  press  tenders  and  assistant  feeders  at  17.00  per 
week.  After  one  additional  year  as  feeder  a  boy  could  go  in  as  a 
pressman,  working  up  as  opportunity  offered  to  the  more  skilled 
and  better  paid  positions.*  These  employers  expressed  them- 
selves as  perfectly  satisfied  with  the  results  of  the  co-operative 


*The  opi)ortiiniti<'s  tor  ii(lv;nic<Miii'iit   in  tlu'  press  room  mo  shown  in  (l«^tail 
in   th«>  printing  roporr. 


176  Industrial  Education  Survey 

Bcheme  and  showed  a  willingness  to  work  more  closely  with  the 
Bchool  authorities  and  to  follow  a  more  definite  scheme. 

A  manufacturing  concern  which  can  be  taken  as  a  type  of 
those  employing  boys  in  machine  shop  work,  started  to  co-oper- 
ate with  the  Manual  Training  High  School  in  February,  1915.  At 
the  time  of  the  survey  they  had  18  boys  co-operating,  four  of 
whom  had  been  with  them  for  the  two  years.  The  coordinator 
and  superintendent  had  worked  out  a  regular  shop  schedule  for 
the  boys.  The  factory  was  divided  into  nine  departments,  each 
pair  of  boys  working  for  three  months  in  each  department  which 
gave  each  boy  six  weeks  of  actual  shop  work  in  each.  These  de- 
partments were:  (1)  Engineering  and  shop  repair;  (2)  Brass 
foundry;  (3)  Tool  room  and  machine  repair;  (4)  Brass  working; 
(5)  Pattern  making,  both  wood  and  metal;  (6)  Nickel  plating; 
(7)  Blacksmithing ;  (8)  Light  manufacturing;  (9)  Tool  making 
The  co-ordinator  was  given  entire  power  to  change  the  boys  to 
other  departments.  The  wages  paid  were  $5.00  per  week  at  the 
beginning,  after  which  they  were  paid  what  the  foreman  thought 
they  were  worth.  This  firm  had  40  apprentices  in  the  tool  room. 
Their  schedule  of  pay  was  the  same  as  the  co-operative  boys.  The 
assistant  superintendent  of  the  factory  kept  an  exact  record  of 
the  progress  of  the  co-operative  boys,  being  much  interested  in 
this  experiment.  All  the  boys  interviewed  stated  positively  that 
they  would  not  have  been  in  school  at  this  time  if  it  had  not  been 
for  the  co-operative  plan.  All  expressed  themselves  as  being 
pleased  with  the  opportunity  of  going  to  school  and  at  the  same 
time  doing  practical  work  and  earning  money. 

At  the  beginning  of  the  experiment  the  superintendent  and 
foreman  were  very  much  in  favor  of  the  plan,  but  at  the  time  of 
the  survey  the  foreman  was  not  so  strongly  in  favor  of  it.  They 
felt  that  the  boys  did  not  stay  long  enough  in  one  department, 
each  boy  being  in  one  department  only  six  weeks  of  actual  work- 
ing time. 

It  is  impossible  to  give  a  detailed  account  of  all  the  factories 
co-operating,  but  it  can  readily  be  seen  from  the  above  instances 
that  every  firm  presented  its  own  peculiar  problems. 

At  the  time  of  the  reorganization  of  the  co-operative  work  in 
February  the  pupils  from  the  Bushwick  and  Bryant  High  Schools 
who  were  co-operating  with  industrial  firms  were  transferred  to 
the  Manual  Training  High  School  and  combined  with  the  co-oper- 
ative classes  there.     The  table  on  the  page  following  shows  the 


Co-operative  Classes  177 

firms  that  were  co-operating  with  each  school  on  January  20th 
before  the  consolidation  of  the  two  groups,  with  the  number  of 
pupils  each  firm  employed  and  shows  the  results  of  the  consolida- 
tion as  far  as  the  number  of  pupils  and  number  of  firms  are  con- 
cerned. The  table  also  shows  that  practically  all  of  the  firms  that 
were  co-operating  with  the  Manual  Traiuing  High  School  in 
industrial  work  in  February,  1917,  were  also  co-operating  in 
June  and  employing  about  the  same  number  of  boys.  This  is  in 
marked  contrast  with  the  firms  that  were  co-operating  with  the 
schools  in  dressmaking  and  in  salesmanship: 


178 


Industrial  Education  Survey 


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Co-operative  Classes  179 

CO-OPERATIVE    INDUSTRIAL    COURSE    FOR    GIRLS    IN 

THE  WASHINGTON  IRVING  HIGH  SCHOOL. 

Organizations:  The  organization  of  the  school  work  for  the 
co-operative  girls  has  been  in  some  respects  less  difficult  than  the 
organization  of  similar  courses  for  boys.  While  the  boys  in 
co-operative  courses  in  the  Manual  Training  High  School  were 
engaged  in  many  different  occupations  with  only  a  small  number 
of  boys  in  any  one  occupation,  practically  all  of  the  girls  in  the 
co-operative  classes  in  the  Washington  Irving  High  School  were 
employed  in  the  one  occupation  of  dressmaking,  a  trade  for  which 
the  girls  had  had  special  preparation  in  school.  This  rendered  it 
unnecessary  to  have  a  special  teacher,  or  teachers,  for  the  girls 
who  were  co-operating,  although  to  a  large  extent  the  girls  in 
this  course  were  in  separate  classes.  There  were  seventeen  of 
these  special  classes  and  four  classes  where  pupils  in  this  course 
had  been  put  with  pupils  doing  regular  work. 

At  the  time  of  the  re-organization  of  the  co-operative  classes 
in  February,  the  Washington  Irving  School  had  24  girls  co-oper- 
ating with  seven  firms.  Four  of  these  girls  were  employed  in 
the  manufacture  of  lamp  shades  and  the  others  were  engaged  in 
dressmaking  establishments. 

The  following  table  shows  how  difficult  is  the  organization  of 
co-operative  classes  in  such  a  seasonal  trade  as  dressmaking  and 
how  much  of  the  time  of  the  co-ordinator  was  spent  in  securing 
firms  with  whom  to  co-operate.  It  will  be  noted  that  three 
firms  employed  pupil-workers  continuously  from  February  24, 
1917,  to  June  2, 1917,  each  firm  having  a  single  pair  of  girls.  Six 
firms  furnished  employment  continuously  from  March  24  to 
June  2,  employing  eleven  pairs  of  girls.  Twenty  pairs  of  girls 
were  employed  continuously  for  a  month  or  less  by  the  firm  with 
which  they  were  working. 

Character  of  Work  of  Co-ordinator:  The  special  needs  of 
each  position  are  investigated  and  by  a  study  of  the  personality 
of  the  girl  and  her  record  in  school,  an  effort  is  made  to  find  the 
right  kind  of  a  girl  for  each  position.  Every  care  is  taken  to  pro- 
tect the  girl ;  close  supervision  is  made  of  her  work  and  when  un- 
desirable conditions  developed  that  can  not  be  adjusted,  she  is 
withdrawn. 


180 


Industrial  Education  Survey 


FIRMS    AND    NUMBER    OF    PUPILS    CO-OPERATING    WITH     THE 

WASHINGTON   IRVING  HIGH    SCHOOL  FROM 

FEBRUARY  TO  JUNE,  1917: 

Feb    Mar.   Mar.  Apr.  Apr.  May  May  June 
Firm  Occup.it  imi 

Grace    Daggett Lamp  Sliades. 

Miss  Finch Dressmaking. 

Barnard   Studios.  . .  .Dressmaking. 

B.  Gordon Dressmaking. 

Harry  Collins .  .Dressmaking. 

Little  Dress  Co Dressmaking. 

Moe  Drcssma  king . 

Quality  Shop Dressmaking. 

Miss  Smith Dres.smaking. 

Mood  Co Dressmaking. 

Alperstein  &  Witten- 
berg     Dressmaking . 

O'Donovau    Dressmaking. 

Mss  F.  Finklestein.. Dressmaking. 

Rohn  &  Rienzi Dressmaking. 

G.  A.  Simpson Dressmaking. 

P.  F.  McGowen Dressmaking. 

Helen  Sheppard Dressmaking. 

M.      St,      Ledger 

Hackett Dressmaking. 

B.  Altman Dressmaking. 

Anna  McNalley Dressmaking. 

Kerkow,   Inc Dressmaking. 

Mrs.  Hilda  Moburg.. Dressmaking. 
R.  H.  Macy  &  Co. .  .Dressmaking. 

Total   pupils 22       20       62       76       72       51       53       53 


24 

10 

24 

7 

21 

5 

19 

2 

4 

•> 

2 

2 

2 

2 

2 

2 

2 

2 

4 

,  , 

2 

2 

2 

2 

2 

2 

2 

2 

4 

4 
4 

4 

4 

•> 

•> 

2 

.) 

•> 

2 

2 

< 

4 

4 

4 

4 

4 

8 

16 

8 

12 

14 

1^ 

4 

4 

4 

4 

4 

i 

4 

4 

4 

2 

2 

2 

2 

2 

( 

14 

12 

12 

S 

8 

8 

4 

4 

8 

4 

8 

8 

4 

4 

4 

•• 

4 

4 

4 

4 

4 

4 

4 

8 

8 

8 

4 

4 
4 

1 

o 

4 

1 

2 

4 

1 

2 

The  seasonal  character  of  dressmaking  with  the  constant 
change  in  materials  and  styles  made  it  diflScult  to  adjust  the 
school  program  to  the  trade  needs.  The  busy  months  are  March, 
April,  May,  October,  November,  December.  The  Easter  rush 
wan  just  beginning  to  be  felt  in  this  school  when  the  survey  was 
made.  One  interesting  feature  of  the  work  in  this  course  was  the 
vocational  value  of  French  in  the  dressmakers'  shops.  To  meet 
this  situation  a  special  sj'llabus  was  worked  out  by  the  Frencfi 
teacher  and  approved  by  the  Board  of  Education. 

This  school  was  no  longer  co-operating  with  firms  in  the  white 
goods  trade  because  the  girls  were  kept  too  long  in  one  type  of 
work.     Some  dressmaking  firms  had  decided  preference  for  cer- 


Co-operatice  Classes  181 

tain  nationalities  and  decided  objections  to  others.  The  Irish 
mid  French  girls  seemed  to  be  the  favorites.  Some  firms  specified 
that  the  girls  must  be  good  looking  and  dress  well. 

Record  of  Pupils  From  the  tinie  the  co-operative  work 
^started  on  March  'M,  1915,  up  to  June  2G,  1915,  twenty  girls 
entered  this  course.  In  February,  1917,  they  were  distributed  as 
follows : 

Number  of  girls  now  employed lo 

Number  of  girls  at  home , 2 

Number  of  girls  in  school 'I 

Total   'JO 

The  fifteen  girls  employed  were  working  at  the  following 
occupations : 

Di'essmaking   7 

Private  dressmaking , 1 

Sketching    1 

Clerical  work ?> 

Salesmanship  in  dressmaking  establishments 3 

Total   15 


COOPERATIVE  SALESMANSHIP  COURSE  FOR  BOYS  AND 

GIRLS  IN  THE  MORRIS  AND  NEWTOWN 

HIGH  SCHOOLS. 

Since  the  co-operative  classes  in  salesinanship  in  these  two 
high  schools  were  under  the  same  coordinator  wliose  time  was 
divided  between  the  two,  the  salesmanship  course  will  not  be 
described  separately  for  each  school.  Since  February,  1917,  all 
of  the  pupils  co-operating  in  salesmanship  have  been  in  one  of 
these  two  schools. 

Course  of  Study:  Considerable  time  has  been  devoted  by  the 
school  authorities  and  representatives  from  some  of  the  mercan- 
tile establishments  of  the  city  to  the  development  of  a  course  of 
study  in  salesmanship.  This  course  as  adopted  by  the  schools  i« 
given  below: 


182  Industrial  Education  Survey 

NEWTOWN  HIGH  SCHOOL 
First  Year 
General  Course. 

Second  Year 
Students  attend  school  full  time. 

Co-operative  Course 

English  S 

Commercial  Arithmetic S 

Bookkeeping   S 

Penmanship 

Local  Institutions  and  Industries 8 

General  Science 5 

Drawing , 2 

Music , 1 

Physical  Training , 3 

Elocution 1 

29 
Third  Year 
Students  spend  one  week  in  store  and  one  week  in  school. 

English,  letter  writing,  saleslips 5 

Bookkeeping   , , B 

Penmanship 2 

Arithmetic 3 

Merchandising — Textiles,   non-testiles 5 

Spelling   2 

Drawing — Color   and   Design 2 

Music ,. 1 

Physical  Training  ( Store  Hygiene) 2 

Commercial  Law 

Elocution , ., 2 

29 
Fourth  Year 
Students  spend  one  week  in  store  and  one  week  in  school. 

English- Advertising 5 

Industrial  History D 

Salesmanship  and  Business  Organization S 

Arithmetic 8 

Spelling   2 

Economics 8 

Penmanship 2 

Drawing — Color    iind    Design 2 

Physical  Training   ( Personal  Hygiene) 3 

Elocution 1 

80 


Co-operative  Classes  183 

Results  of  Salesmanship  Courses:  The  results  accomplished 
in  salesmanship  havo  not  been  entirely  satisfactory  to  either  the 
school  authorities  or  the  firms  with  whom  the  schools  have  been 
co-operating.  The  table  below  shows  what  was  accomplished 
during  the  half  year  from  January  to  June,  1917.  It  will  be 
noted  that  at  the  end  of  this  period  only  three  firms  were  co- 
operating with  the  schools  in  salesmanship  and  that  of  the  30 
pupils  BO  employed,  24  of  them  were  with  one  firm: 


NUMBER  OF  FIRMS  AND  THE  NUMBER  OF  PUPILS  EMPLOYED  BY 

BACH   FIRM    IN    SALESMANSHIP, 

JANUARY  TO  JUNE,  1917: 

(1917)     Jan.  Feb.  Feb.  Mar.  Mar.  Apr.  Apr.  May  May  Jun« 


Newtown  High : 
Cammeycr  Shoe  Co. . . 
Rogers  Peet  &  Co. . . . 

Gimbel    Bros 

R.  H.  Macy  &Co 

Slater  Shoe  Co 

20 

..     1 

..     1 

.   14 

.     3 

..     -A 

10 
1 

1 

16 
2 

24 

1 
1 

14 
2 
3 
4 
3 

10 
1 

1 

17 
2 
5 

24 
1 
1 

17 
2 
5 

7 
1 

14 
2 
5 

21 
1 

9 
2 
2 

6 

10 
2 
2 

19 

10 
2 
2 

2 
11 

Lord  &  Taylor 

2 

Abraham  &  Strauss. . 

B.  Altman 

Morris  High : 

•    '• 

R.  H.  Macy  &  Co.... 
Lord  &  Taylor 

.  18 

•  • 

14 

4 

16 

8 

16 

8 

16 
6 

16 
2 

12 
2 

2 

13 

Gimbel    Brot 

.     6 

.  , 

_ 

45      20      46      60      50      44      32      28      16      30 


THE  STUYVESANT  HIGH  SCHOOL. 

It  was  felt  that  valuable  information  might  be  obtained  from 
the  study  of  the  records  of  the  co-operative  classes  in  the  Stuy- 
vesant  High  School.  There  have  been  two  distinct  systems  of  co- 
operative work  at  this  school:  (1)  Fourth-year  boys  co-operating 
in  technical  work,  but  receiving  no  pay  for  it.  This  work  was 
started  in  September,  1914,  and  has  continued  up  to  the  present 
time  with  a  considerable  degree  of  success.  (2)  Co-operation 
with  industrial  firms  by  students  who  did  receive  pay  for  their 
work.  The  latter  plan  be^an  on  February  1,  1915,  and  was  dis- 
continued under  the  re-organization  of  February  1,  1917. 

This  school  at  the  time  of  the  survey  was  co-operating  with 
three  private  firms  and  four  city  departments.    The  boys  received 


84  Industrie  I  Education  Survey 

no  pay  for  their  work  and  those  in  charge  of  the  co-operative 
work  at  this  school  felt  that  it  was  successful  largely  because  of 
this  fact.  They  felt,  too,  that  the  no-pay  plan  gave  the  teachers 
an  opportunity  to  insist  that  the  boys  should  be  shifted  to  other 
work  when  it  was  considered  necessary  for  the  good  of  the  boy. 
The  outside  work  of  the  boys,  which  in  general  was  a  practical 
laboratory  course  supplementing  their  regular  class  instruction 
consisted  of  assisting  in  architectural  drawing,  mechanical 
laboratories,  surveying,  power  plant  operating,  structural  engi- 
neering, and  industrial  chemistry. 

Several  reasons  were  given  by  those  who  had  charge  of  the 
regular  co-operative  classes  in  the  Stuyvesant  High  School  for  its 
lack  of  success.  These  were:  (1)  The  difficulty  of  getting  the  boys 
to  enter  the  co-operative  course  when  they  found  out  that  it  would 
not  be  accepted  for  college  entrance;  (2)  The  difficulty  of  arrang- 
ing equal  pairs;  this  caused  objections  from  the  foremen  who 
were  responsible  for  a  certain  output  of  product;  (3)  That  when 
younger  boys  got  good  positions  they  left  school;  (4)  The  co- 
operative work  caused  the  boys  to  have  a  divided  allegiance  be- 
tween school  and  shop;  (5)  That  many  employers  failed  to  see 
that  the  scheme  was  educational  in  intent  and  desired  to  use  the 
boys  as  cheap  help;  (6)  The  difficult^'  in  making  orderly  progress 
of  classes  by  terms  fits  the  needs  of  the  outside  shop  work;  (7) 
The  difficulty  in  selecting  the  right  pair  of  boys  for  the  right  job 
at  the  right  time  and  adjusting  school  courses  to  supplement  their 
outside  work. 

Permanency  of  the  Industrial  Co-operative  Work. 

It  is  too  soon  since  the  co-operative  work  was  first  started  in 
New  York  City  to  determine  its  permanent  character.  The  1914-15 
annual  report  of  the  part-time  co-operative  classes  lists  27  firms 
that  had  co-operated  with  the  schools  in  industrial  work.  At  the 
time  of  the  survey  eight  of  these  firms  were  employing  boys  on  the 
co-operative  plan.  This  same  report  lists  eight  firms  co-operating 
with  the  high  schools  in  dressmaking  and  five  firms  co-operating 
in  salesmanship.  Not  one  of  these  firms  in  either  dressmaking 
or  salesmanship  was  co-operating  with  the  schools  at  the  time  of 
the  survey. 

The  annual  report  for  the  year  1915-16  of  the  co-operative 
classes  does  not  list  the  firms  with  whom  the  schools  co-operated 
that  year.    However,  through  the  courtesy  of  those  in  charge  of 


Co-operative  Classes  185 

the  co-operative  classes,  the  semi-monthly  reports  of  the  co-or- 
dinators  for  the  period  from  January  8  to  December  9,  1916,  were 
secured  and  a  list  was  made  of  the  firms  co  operating  in  indus- 
trial work  and  salesmanship.  There  were  40  industrial  firms 
during  the  year  which  had  one  or  more  pairs  of  boys.  Out  of 
twenty-four  firms  that  were  co-operating  in  September,  lOHJ,  thir- 
teen were  co-operating  at  the  time  of  the  survey  in  March,  1917. 
Of  the  thirty-seven  firms  that  employed  girls  from  the  co-oper- 
ative classes  between  January  8,  1916,  and  December  9,  1916,  for 
industrial  work  in  dressmaking  or  the  making  of  novelties  or 
lamp  shades,  twelve  firms  co-operated  for  one  mouth,  nine  for  two 
months,  six  for  three  months,  three  for  four  months,  five  for  five 
months,  and  two  for  over  six  months.  On  December  8,  1916,  six- 
teen of  these  thirty-seven  firms  were  employing  girls  from  the 
co-operative  classes. 

The  attitude  of  the  pupils  is  also  a  factor  that  must  affect  the 
permanency  of  the  work.  Several  of  the  coordinators  stated  that 
the  difficulty  of  securing  a  sufficient  number  of  pupils  to  enter  the 
co-operative  course  was  one  of  the  greatest  problems.  The  annual 
report  of  the  co-operative  classes  for  the  year  1915-16  shows  that 
88  pupils  left  the  course  during  the  first  term  and  80  abandoned 
the  course  during  the  second  term.  Of  the  first  group,  one-half 
of  the  number  or  44  entered  employment  and  38  of  the  second 
group  entered  employment,  eight  with  the  co-operating  firms. 

The  Cost  of  the  Co-operative  Work. 

The  question  of  the  cost  of  the  co-operative  work  has  had  con- 
siderable discussion  and  the  annual  report  for  the  year  1915-16 
devotes  several  pages  to  this  subject.  Included  in  this  statement 
of  cost  are  the  salaries  of  the  coordinators  and  the  proportional 
salaries  of  the  teachers,  the  supervision  and  the  text  books  and 
supplies  that  were  given  to  the  co-operative  pupils.  The  per  capita 
cost  for  each  pupil,  based  on  the  average  attendance  for  the  term, 
ranged  from  $36.03  at  the  Newtown  high  school  with  an  average 
attendance  of  75  pupils,  to  1109.60  at  the  Erasmus  Hall  High 
School  that  had  12  pupils  in  average  attendance.  In  the  other 
schools  it  was  also  true  that  the  cost  was  high  where  the  average 
number  of  pupils  was  small.  The  centering  of  the  work  in  seven 
high  schools  has  lowered  the  cost  so  that  it  is  probably  no  more 
than  for  the  regular  high  school  work,  but  the  exact  figures  were 
not  available  when  this  report  was  written. 


186  Industrial  Education  Survey 

The  following  table  prepared  by  the  school  authorities  shows 
the  cost  of  the  co-operative  work  for  the  first  term  of  the  1916-17 
school  year : 


COST  OF  CO-OPERATIVE  EDUCATION  FOR  EACH  HIGH   SCHOOL 
FOR  THE  TERM.  SEPTEMBER,  1916-FEBRUARY,  1917 


p  5         Sh^ 
^'^°     9  «>" 

»3  >,oj       kJ  a>  5 

•Sis  -i'n^ 

Julia  Richman (15/100)  $199.00  $294.00 

Stuyvesant* (1/2)  787.00      532.11 

Washington  Irving.. .  (1/2)  437.50  1720.00 

Bushwick*     (1/2)  787.50  2979.00 

Bushwick (1/2)  587.50  2031.04 

Commercial (All)  1325.00  1166.00 

Manual  Training (45/100)     596.00  2470.00 

Bryant*    (30/100)     397.50      287.00 

Newtown    (1/^)  662.50  1395.00 

Morris    C (1/2)  662.50  1395.00 

Curtis*  (1/2)  600.00      609.51 

Average  per  capita  cost  for  the  term,  $58.01. 

*Work  discontinued  in  February,  1917. 


SUMMARY. 

The  findings  of  the  survey  of  the  industrial  co-operative 
classes  show  the  following: 

1.  That  on  March  24,  1917,  there  were  172  pupils  enrolled  in 
the  industrial  co-operative  classes  in  four  high  schools.  These 
pupils  were  distributed  as  follows : 

Industrial  Work  (Boys) 60 

Dressmaking    (Girls) 62 

Salesmanship  (Boys  and  Girls).... 50 

2.  That  the  numbers  enrolled  in  the  industrial  co-operative 
classes  were  so  small  and  the  occupations  represented  so  diversi- 
fied that  the  schools  had  not  organized  the  school  work  so  as  to 
have  it  supplement  the  outside  work  of  the  pupil. 

3.  That  32  of  the  40  firms  co-operating  in  industrial  work  and 
salesmanship  in  1914-1915  were  not  co-operating  at  the  time  of 
the  survey  in  March,  1917. 


a 
o 

Is 

£  o 
m  3 

n 

3 

m 

1 

60.-. 
03  0< 

<  o 

5 
g 

$15.00 

$30.00 

10 

$53.80 

12.35 

5.00 

19 

70.63 

25.00 

37.60 

50 

44.40 

17.04 

82.80 

46 

84.00 

80.44 

128.81 

103 

27.45 

50.00 

105.60 

66 

40.10 

35.25 

35.25 

47 

67.23 

24.50 

28.00 

14 

52.64 

30.00 

38.50 

60 

35.43 

20.00 

30.00 

40 

52.64 

27.85 

20.00 

12 

09.78 

r- 


^^z 


1'     ■  ■^.'       / .'     t/    '•'.'  ^-1  Jf'^ 


Cooperative   Classes  ^ '        "^^    187 

4.  That  much  of  the  time  of  the  coordinator  was  spent  in  se- 
curing new  firms  to  co-operate  with  the  school  and  in  persuading 
pupils  to  take  this  course. 

5.  That  few  of  the  pupils  enrolled  in  the  co-operative  course  in 
dressmaking  have  continuous  employment  for  as  long  as  three 
months  with  one  firm. 

RECOMMENDATIONS  OF  THE  ADVISORY  COMMITTEE  ON 
CO-OPERATIVE  INDUSTRIAL  CLASSES. 

After  carefully  weighing  the  information  obtained  by  the  sur- 
vey committee,  and  after  visiting  the  co-operative  industrial 
^  wow  in  operation  in  this  city,  your  advisory  committee  is 
.*nvinced  that  the  city  should  maintain  such  co-operative  classes 
with  certain  modifications  as  noted,  at  least  for  a  period  of  sev- 
eral years  to  come  when  the  question  as  to  the  value  of  such 
classes  can  be  more  fuUy  determined. 

Your  committee  makes  this  recommendation  with  a  full  reali- 
aation  that  not  many  high  school  students  can  be  counted  upon 
to  enter  manual  occupations  in  the  industries.  The  ideals  of  the 
homes  from  which  come  the  large  body  of  high  school  students 
are  directed  distinctly  away  from  such  occupations  for  their  sons 
and  daughters  and  it  is  evident  that  the  contribution  of  the  high 
school  to  the  field  of  industry  must  be  found  in  supplying  young 
men  with  weU  trained  minds  who  are  fitted  after  a  further  period 
of  practical  experience  to  attain  to  positions  of  at  least  subor- 
dinate leadership.  Such  positions  have  been  termed  the  non- 
commissioned officers  of  industry  and  include  draftsmen,  in- 
spectors, testers,  designers  and  in  general  aU  positions  of  the 
supervising  and  foreman  type. 

From  this  analysis  it  is  evident  that  the  co-operative  indus- 
trial classes  in  the  high  schools  cannot  be  expected  to  teach  large 
numbers  and  the  critical  question  that  ultimately  must  be  faced 
is  whether  the  return  for  such  work  is  in  proportion  to  its  ex- 
pense. 

The  industrial  co-operative  work  should  be  organized  as  to 
trades  and  each  trade  should  be  centralized  in  one  building  or 
school.  This  centralization  of  the  work  is  necessary  to  secure 
groups  of  sufficient  size  to  allow  the  formation  of  classes  of  indi- 
viduals with  similar  trade  interests. 

The  committee  believes  that  the  most  satisfactory  division  of 


188  IndustrUil  Eduration  Survey 

time  for  the  cooperative  industrial  classes  is  half-time  in  shop 
and  half-time  in  school  as  at  present. 

The  co-operative  industrial  class  should  be  in  every  sense  on 
an  apprenticeship  basis.  It  should  never  be  entered  into  unless 
there  is  a  definite  agreement  with  tlie  employer  specifying  a  pro- 
gram of  shop  experience  with  the  hours  of  labor  and  wages.  This 
agreement  should  be  signed  by  the  school  authorities,  the  parent 
representing  the  boy  and  the  employer.  Without  such  an  agree- 
ment it  is  impossible  to  serve  adequately  the  needs  of  the  state, 
the  individual  and  the  employer. 

Co-operative  industrial  classes  should  be  limited  in  so  far  as 
practicable  to  those  industries  in  which  at  least  thirty  students 
are  available  for  a  closelj'  related  trade  group  that  can  be  super- 
vised effectively  by  one  co-ordinator. 

The  coordinators  should  be  selected  on  the  basis  of  the  re- 
quirements of  the  particular  trade  for  which  the  co-operative  in- 
dustrial class  is  to  train.  That  is,  the  coordinator  for  co-oper- 
ative industrial  classes  in  machine  shop  work  should  be  a  man 
with  a  thorough  understanding  of  the  machine  trade.  This  same 
principle  should  be  applied  to  the  selection  of  all  other  co-ordin- 
ators.  Each  coordinator  should  be  at  the  same  time  the  teacher 
of  related  drawing,  mathematics,  and  science  for  a  double  platoon 
group  in  the  school  and  the  supervisor  of  the  work  of  the  students 
of  this  group  in  the  commercial  establishments.  Such  a  plan 
would  permit  both  the  interests  of  economy  and  eflSciency  to  be 
realized. 

The  coordinator  should  have  authority  granted  by  the  em- 
ployer to  see  that  the  program  to  be  followed  by  the  boy  in  the 
shop  is  carried  out. 

The  character  of  the  instruction  in  drawing,  mathematics  and 
science  should  be  such  as  to  secure  the  greatest  possible  degree  of 
relation  to  the  trade  or  occupation  in  which  the  student  is  em- 
ployed. 

It  must  be  kept  constantly  in  mind  that  the  co-operative  indus- 
trial course  is  not  a  college  preparatory  course,  but  that  it  is  a 
course,  the  predominant  purpose  of  which  is  to  train  the  student 
for  advantageous  entrance  into  a  specific  industry. 

In  addition  to  the  related  work  instruction  should  be  provided 
as  far  as  practicable  in  those  subjects  which  make  for  intellec- 
tual, social  and  civic  development. 

Inasmuch  as  the  co-operative  industrial  classes  have  many 


I 


Co-operative   Classes 


189 


aspects  in  couimon  with  the  part-time  industrial  classes,  it  is 
recommended  that  both  types  be  placed  in  charge  of  a  common 
assistant  director  responsible  to  the  director  of  industrial  edu- 
cation. 

In  the  opinion  of  the  advisory  committee  the  entrance  require- 
ments for  the  industrial  co-operative  classes  should  be  based  upon 
age  rather  than  the  completion  of  the  first  year  of  the  high  school 
course. 

R.  O.  Small, 

E.    A.    COOLEY, 

M.  B.  King. 


PART-TIME  INDUSTRIAL  CLASSES. 

It  should  be  understood  that  two  distinct  kinds  of  part-time 
or  continuation  classes  exist  at  the  present  time.  One  is  that 
created  by  the  provisions  of  the  so-called  Wilmot  Law  which 
makes  it  possible  for  any  city  in  the  state  to  organize  day  con- 
tinuation classes  and  to  compel  working  children  under  16  years 
of  age  who  have  not  completed  the  eighth  grade  to  attend  not  less 
than  four  nor  more  than  eight  hours  per  week.  This  law  aims  to 
further  the  general  education  of  children  who  have  left  school 
before  completing  the  grammar  school  by  providing  opportunities 
for  instruction  in  the  day  time  instead  of  in  the  evening. 

The  other  type  of  part-time  class  is  that  in  which  instruction 
is  given  in  the  trades  and  industrial,  agricultural,  salesmanship 
and  homemaking  subjects  v/ith  the  object  of  increasing  efficiency 
and  wage  earning  power,  to  pupils  over  14  (now  15)  years  of  age 
who  are  employed  during  the  day.  Inasmuch  as  very  few  boys 
under  16  years  of  age  are  employed  in  skilled  trades,  attendance 
in  these  classes  is  largely  voluntary.  Voluntary  part-time  classes 
are  also  organized  for  workers  over  16  years  of  age.  The  present 
survey  deals  with  the  second  type. 

It  may  help  to  an  understanding  of  the  general  situation  in 
regard  to  part-time  classes  if  some  account  is  given  of  the  condi- 
tions under  which  they  came  into  existence  in  New  York  City. 

The  following  statement  as  to  the  development  of  the  contin- 
uation work  is  taken  from  the  report  of  the  City  Superintendent 
of  Schools  for  1915-16: 

"Continuation  classes  as  now  conducted  in  New  York  City  are 
a  natural  outgrowth  of  the  evening  school  work.  It  has  been 
found  by  long  experience  that  evening  school  instruction  is  not 
very  profitable  for  working  children  under  16  years  of  age.  At 
the  same  time  it  is  evident  that  this  large  group  of  young  workers 
is  very  much  in  need  of  further  education.  The  Wilmot  Law, 
passed  in  1913,  makes  it  possible  for  any  city  in  the  state  to  or- 
ganize day  continuation  classes  and  to  compel  working  children 
under  16  years  of  age  who  have  not  completed  the  eighth  grade  to 
attend  not  less  than  four  nor  more  than  eight  hours  per  week. 
Before  making  the  law  effective  in  this  city,  it  seemed  wise  to  see 
what  could  be  done  on  a  voluntary  basis,  that  is,  with  the  consent 
of  employers  and  employees.    This  gave  an  opportunity  to  start  in 

191 


192  Industrial  Education  Survey 

a  small  way,  aud  to  develop  an  organization  gradually  and  on  the 
basis  of  experience,  instead  of  attempting  to  work  out  in  advance 
a  theoretical  organization  and  then  apply  it  as  might  be  possible. 
It  also  gave  opportunity  to  accustom  employers  to  the  aims  and 
purposes  of  continuation  classes  before  compelling  the  attendance 
of  young  workers  for  a  certain  number  of  hours  per  week. 

"Even  before  any  continuation  classes  were  established  for 
working  children  14  to  16  years  of  age,  steps  were  taken  which  led 
to  the  organization  of  such  classes  for  older  workers.  The  first 
step  was  the  organization  of  evening  classes  in  the  establishments 
of  the  employers.  For  example,  in  1913,  an  evening  class  in  Eng- 
lish to  foreigners  was  authorized  by  the  Board  of  Education  in 
the  Hotel  Astor,  at  the  request  of  the  management.  It  was  more 
convenient  and  more  satisfactory  to  conduct  the  class  in  the  hotel 
as  an  annex  of  evening  school  17,  Manhattan,  than  in  the  school 
itself.  The  next  logical  step,  which  was  soon  taken,  was  to  open 
day  classes  for  workers  in  their  places  of  employment,  conducted 
during  such  hours  as  the  employees  could  most  conveniently  be 
excused  from  work. 

"From  these  two  movements,  both  growing  out  of  the  evening 
schools,  in  connection  with  the  growing  interest  in  vocational 
education,  have  come  the  day  continuation  classes  now  carried 
on  in  the  City  of  New  York. 

"The  first  day  continuation  class  authorized  by  the  Board  of 
Education  was  in  the  department  store  of  Abraham  &  Straus, 
Brooklyn,  in  1913.  The  second  class  was  in  the  department  store 
of  Bloomingdale  Bros.,  Manhattan.  This  was  authorized  January 
28,  1914,  and  opened  the  same  week.  During  the  following  month 
classes  were  authorized  in  the  department  stores  of  Frederick 
Loeser  &  Company,  and  A.  D.  Matthews'  Sons,  in  Brooklyn.  Be- 
fore January  1,  1915,  arrangements  were  made  with  ten  depart- 
ment stores,  three  hotels,  two  candy  factories,  and  three  or  four 
large  manufacturing  plants  and  repair  shops  for  the  opening  of 
similar  classes.  For  various  reasons  classes  were  not  organized 
in  all  these  establishments,  but  in  nearly  all.  The  growth  has 
continued  steadily.  During  the  school  year  ending  June  30,  1916, 
the  largest  number  of  classes  in  operation  at  one  time  was  38." 

The  Board  of  Education  passed  resolutions  September  16, 
1914,  authorizing  the  organization  of  co-operative  and  part-time 
industrial  classes,  appointing  Associate  City  Superintendent  Dr. 
J.  G.  Haaren  to  take  charge  of  the  work  of  organizing  and  super- 
vising these  classes.  In  October,  1914,  Dr.  Schneider  was  ap- 
pointed to  act  in  an  advisory  capacity  to  Dr.  Haaren,  on  the 
understanding  that  he  should  spend  one  week  each  month  in  New 
York  City.  At  a  conference  with  the  executive  officers  of  the 
city  government  and  Board  of  Education  "It  was  determined 
that  the  amount  of  |236,500  be  set  aside  for  the  inauguration  of 


Part-Time  Industrial  Classes  198 

vocational  courses,  and  that  this  money  should  be  released  by 
the  Board  of  Estimate  when  plans  tor  its  distribution  had  been 
approved  by  the  Board  of  Education."  Of  this  sum  "It  was 
agreed  that  a  sum  not  to  exceed  ^100,000  was  to  be  used  for  the 
particular  experiment  inaugurated  with  the  advice  of  Dean 
Schneider,"  i.  e.,  co-operative  and  part-time  industrial  classes. 

In  a  report  made  August  20,  1915,  Dean  Schneider  says: 
"There  are  three  things  essential  to  success  in  co-operative  and 
continuation  school  work — a  desire  on  the  part  of  the  school  men 
really  to  do  it;  a  thorough  understanding  of  the  basic  principles 
and  a  carefully  planned  organization." 

Aims,  Types,  Definitions:  The  following  definition  of  contin 
nation  schools  is  quoted  from  Dean  Schneider's  report  to  the 
committee  on  school  inquiry :  "Under  the  continuation  system 
the  employer  releases  his  employees  of  school  age  for  a  period  of 
time  (i.  e.,  one-half  day  or  a  whole  day)  per  week  to  attend  the 
public  school  for  definite  mental  instruction." 

The  following  statement  is  from  the  report  on  continuation 
and  co-operative  classes  presented  by  Dr.  Haaren  to  the  Board  of 
Education  November  10,  1915:  "Continuation  classes  are  con- 
cerned with  persons  who  are  in  industry  and  who  have  con- 
sequently left  school.  Continuation  classes  are  of  various  kinds. 
Some  classes  receive  instruction  designed  to  increase  the  skill  of 
workers  in  the  industry,  while  others  receive  instruction  planned 
to  remedy  defects  in  early  education.  A  machinist's  apprentice 
may  need  instruction  in  shop  mathematics,  or  mechanical  draw- 
ing, while  a  young  man  or  woman  engaged  in  a  department  store 
in  a  minor  capacity  may  require  greater  skill  in  the  three  R^. 
It  may  be  that  a  machinist,  as  well  as  a  department  store  em- 
ployee, or  one  in  a  hotel,  needs  to  learn  elementary  English.  To 
supply  what  is  needed  to  increase  civic  and  industrial  efficiency, 
particularly  of  the  lower  paid  workers,  is  the  function  of  the  con- 
tinuation class.  Continuation  classes  are  not  intended  solely  for 
the  benefit  of  the  industry.  Classes  with  such  an  aim  should  be 
organized  and  conducted  by  the  industry  itself." 

As  the  State  of  New  York  provides  liberal  state  aid  for  part- 
time  industrial  classes,  we  must  take  into  consideration  the  stated 
aims,  definitions  and  requirements,  as  set  up  by  the  state.  The 
following  is  quoted  from  Bulletin  542,  of  the  State  Education 
Department:  "Part-time  or  continuation  schools  are  those  in 
which  instruction  is  given  in  the  trades  and  industrial,  agricul- 
tural and  homemaking  subjects  to  pupils  over  14  years  of  age 


L94 


Industrial  Education  Survey 


who  are  regularly  and  lawfully  employed  during  part  of  the  day 
in  any  useful  employment  or  service,  and  the  subject  of  the  in- 
struction must  be  supplementary  to  the  practical  work  carried  on 
in  such  employment  or  service."  This  definition  has  been  inter- 
preted to  include  continuation  classes  in  which  salesmanship  is 
taught. 

Continuation  and  Part-Time  Industrial  Classes:  The  follow- 
ing table  shows  the  total  number  of  the  continuation  and  part- 
time  industrial  classes  under  the  Board  of  Education  for  the  week 
ending  April  21st,  1917: 

REPORT  OF  CONTINUATION  CLASSES— WEEK  ENDING  APRIL  21, 

1917 

Voluntary  Classes 

•^l|  Is  -gs       Is  "-^   ?1 

Abraham  &  Straua Girls,  women  1  Com.  Br.  20      Tj^ 

Bloomingdale  Bros Girls,  women  1  Com.  Br.  20        5 

F.  Loeser  &  Son Girls,  women,  boys  2  Com.  Br.   (4)  42        4 

A.  I.  Namm  &  Sons Girls,  women  2  Com.  Br.   (13)  40        5 

R.  H.  Macy  &  Co Girls,  women  1  Com.  Br.  23      10 

Greenhut  &  Oo. Girls,  boys  2  Com.  Br.  (19)  37        5 

H.  C.  F.  Koch Girls,  women  2  Com.  Br.  39        4 

Lord  &  Taylor Girls,  women,  boys  2  Com.  Br.  38        5 

Gimbel  Bros Girls,  women  1  Com.  Br.  21        5 

James  MoCreery  &  Son..  Girls  1  Com.  Br.  22        5 

Oppenheim  Collins  &  Oo. Girls,  women  1  Com.  Br.  20        8 

(Manhattan) 

Oppenheim  Collins  &  Oo .  Girls,  women  1  Com.  Br.  22        8 

(Brooklyn) 

Floersheimer  &  Ck> Girls,  women  1  Com.  Br.  18        4 

J.  Kayser  &  Oo Girls  1  Com.  Br.  (2)  23        4 

G.  Bamberger  &  Oo Girls  1  Com.  Br.   (2)  20        2 

Educational  Alliance Men,  women,  girls,  boys   3  Eng.  to  For.  6110-8 

P.  S.  No.  4,  Bronx Women,  men  1  Eng.  to  For.  17 

Bronx  House Women  2  Eng.  to  For.  42 

Kops  Bros Women,  girls  1  Eng.  to  For.  15 

Long  Island  R.  R.  Co Boys,  men  2  Trade  27 

Richmond  L't  &  R.R.  Co. Men  2  Trade  29 

Baltimore  &  Ohio  R.  R.  .Boys  1  Trade  6 

General  Electric  Co Boys,  men  1  Commercial  14 

Metropolitan  Eng.   Oo. .  .Boys,  men  4  Trade  55 

Bklyn  Navy  Yard,  Bklyn. Boys,  men  9  Trade  195 


46 


866 


Part-Time  Indtistrial  Classes 


195 


Compulsory  Continuation  Classes 

S|  o 

P.  S.  No.  7 Boys,  girls  8  Com.  Br. 

P.  S.  No.  7 Boys,  girla  7  Prevocational 

P.  S.  No.  65 Boys,  girla  7  Com,  Br. 

Bernard   Ullman  Co Girls,  boys  1  Com.  Br. 

Jas.  A.  Hearn  &  Son Girls  3  Com.  Br. 


c  a 


631 

403 

27 
68 


26 


1129 


Continuation  Classes  City  Employees 

City  Employees 1     Ele.  Algebra          15  5 

City  Employees 1    Plane  Geometry     12  5 

City  Employees 2     Bookkeeping          22  3 

City  Employees 1     Ele.  Typewriting  37  4 

City  Employees 1    Adv.Type.&Sten.  28  2 

City  Employees 1    Element'ry  Sten.  41  2 

City  Employees 1     Int.  Stenography  34  2 

City  Employees 2    Eng.  Comp.  1, 11  26  2 

10                               215  . . 

Grand    Total 2210 


Scope  of  Survey :  The  survey  of  continuation  classes  was  lim- 
ited to  such  classes  as  might  be  eligible  for  state  aid,  i.  e.,  part- 
time  industrial  classes,  including  salesmanship  classes.  The  pro- 
visions made  for  state  aid  state  definitely  that  "The  subjects  of 
the  instruction  must  be  supplementary  to  the  practical  work  car- 
ried on  in  such  employment  or  service."  The  state  law  does  not 
provide  special  aid  for  the  general  continuation  work. 

The  following  list  of  firms  having  part-time  industrial  classes 
coming  under  the  above  defiinition  was  furnished  by  Dr.  Wm.  L. 
Ettinger,  Associate  City  Superintendent  in  charge  of  vocational 
work: 

Baltimore  &  Ohio  R.  R.  Shops,  Clifton,  S.  I. 
Long  Island  R.  R.  Shops,  Morris  Park,  L.  I. 
Metropolitan  Engineering  Co.,  Brooklyn,  N.  Y. 
Brooklyn  Navy  Yard,  Brooklyn,  N.  Y. 
Richmond  Light  &  R.  R.  Co.,  Livingston,  S.  I. 

All  the  classes  studied  are  listed  as  voluntary  classes  by  the 
Board  of  Education  because  the  pupils  enrolled  in  these  classes 


IIKI  Industrial  Education  Suroey 

are  above  the  cuiiipulsory  school  age.    In  all  of  them,  except  one, 
however,  the  employer  compels  certain  employees  to  attend. 


PART-TIME  INDUSTRIAL  CLASSES  AT  THE  BROOKLYN 

NAVY  YARD. 

Organization:  The  j)art-time  industrial  classes  at  the  Brook- 
lyn Navy  Yard  were  started  February  26,  1917.  These  classes 
were  visited  by  members  of  the  survey  six  weeks  after  the  work 
was  organized.  There  are  227  boys  enrolled.  Their  ages  range 
from  15  to  22  years.  Of  these  boys  none  had  graduated  from  high 
school,  45  had  attended  high  school,  61  had  done  no  work  beyond 
the  eighth  grade,  118  had  not  completed  the  work  of  the  eightli 
grade.  Of  the  total  number  of  boys  59  had  attended  night  school 
and  two  had  taken  correspondence  courses. 

Every  boy  in  the  classes  is  regularly  apprenticed  to  some  spe- 
cific trade  in  the  Navy  Yard.  The  apprenticeship  term  is  from 
three  to  four  years,  depending  on  the  ability  of  the  boy ;  about  30 
per  cent  finish  their  apprenticeship  in  three  years.  The  appren- 
tices are  given  a  semi-yearly  examination  by  the  officers  of  the 
Navy  Yard  and  the  part-time  industrial  teachers.  If  the  boy 
does  not  do  satisfactory  work  in  the  examination  or  in  the  shops 
he  is  dismissed  or  held  back.  The  Navy  Department  officials 
compel  all  the  apprentices  to  attend  the  part-time  industrial 
classes,  eight  hours  a  week  from  one  o'clock  to  five  o'clock  on  two 
days  of  the  Aveek  and  the}'  are  paid  the  regular  wage  for  tlie  time 
spent  in  the  class.  The  classes  are  under  the  direct  supervision 
of  an  officer  of  the  Navy  Yard  assigned  for  the  purpose.  A  petty 
officer  is  present  continuously  during  the  sessions  of  tlie  classes 
and  is  responsible  for  the  attendance  and  to  some  extent  the 
discipline. 

For  the  purpose  of  the  part-time  industrial  class  work  the 
227  boys  were  organized  into  the  three  groui>s  called  "A",  '*B"  and 
'*C"  groups,  representing  the  ship  construction,  machinery  divi- 
sion and  woodworking  trades.  Classes  in  each  group  are 
arranged  so  that  only  one-third  of  the  boys  are  out  of  the  shops 
at  one  time. 

It  is  the  aim  of  those  in  charge  to  group  the  apprentices  in 
the  classes  as  far  as  possible,  according  to  their  year  of  appren- 
ticeship. Tills  has  been  done  in  classes  No.  2  and  No.  3  and  par- 
tiallv  in  the  other  class.     The  table  showing  the  distribution  of 


Part-Tiinr  ImlnstrUt}  ('hif<.ses  107 

the  boys  in  regard  to  groups,  classes  and  trades  was  made  up 
from  a  report  dated  February  26th,  1917,  of  the  supervisor  in 
charge. 

TABI.K    SIIOWINC    TIIK    DISTKir.UTlOX    OF    PUPILS    P,Y    CLASSES 

AND   THAl)i:s    IX   THE   BK'OOKLYN   NAVY    YARD    PART-TIME 

INDUSTRIAL   CLASSES 

m     .  Trade 

Trades  Cl.iss  1.     ChissL'.     Class  .1.  Tutu  1. 

Group  A  : 

1.  Shipfitter    ll>  27  17  56 

2.  Chipping  auil   caulking 0  4  2  6 

3.  Sheet  metal  working 8  5  0  13 

4.  Shipsmitli — ship  bhicksmith 3  1  S  12 

5.  Plumber    3  3  2  S 

6.  Boilermaker   3  0  1  4 

Class  Totals 29  40  30  99 

Group  B : 

7.  Boatbuilder    4  13  12  29 

8.  Joiner    5  2  0  7 

9.  Shipwright   2  1  5  8 

10.     I'atterumaker 2  0  0  2 

IL     Painter    2  2  0  4 

12.  Sailmakor   0  2  0  2 

Class  Totals 15  20  17  52 

Group  C : 

13.  Machinist   9  15  5  29 

14.  Electrician    16  14  7  37 

15.  Coppersmith 1  1  1  3 

16.  Die    sinker 2  0  0  2 

17.  Moulder    1  2  2  5 

Class   Totals    29  32  15  76 

An  important  element  in  the  success  of  part-time  industrial 
work  and  one  which  is  emphasized  by  the  rules  of  the  State 
Education  Department  in  order  to  secure  state  aid  is  that  tlie 
school  work  of  the  class  shall  be  directly  related  to  the  shop 
work.  This  can  be  done,  most  successfully  only  when  a  specific 
trade  is  taken  as  the  organizing  unit.  When  it  is  necessary  to 
group  apprentices  from  two  or  more  trades  together  the  classes 
should  be  small  enough  so  that  the  instruction  can  be  individual. 
A  study  of  the  above  table  will  show  that  neither  of  these  prin- 
ciples is  present  in  the  organization  of  most  of  these  classes. 


198  Industrial  Education  Survey 

Courses  of  Study :  The  subjects  taught  are  mechanical  draw- 
ing, mathematics,  mechanics  and  English,  one  and  one-quarter 
hours  being  given  to  each  subject  with  five  minutes  between 
classes.  On  account  of  the  short  time  that  these  classes  have 
been  in  existence  no  definite  course  of  study  has  been  adopted. 

Relation  Between  School  Work  and  Shop  Work:  In  the 
mechanical  drawing  classes  the  work  observed  consists  of  geomet- 
rical exercise  drawing.  In  the  mechanics  and  English  (same 
period  and  teacher)  the  work  observed  consisted  of  a  formal  lec- 
ture on  some  formula  of  mechanics  or  some  phase  of  metallurgy, 
and  the  English  work  dealt  with  a  written  summary  of  the  lec- 
ture. One  lesson  observed  in  this  class  was  on  the  blast  furnace, 
a  topic  full  of  possibilities  for  interesting  correlations.  During 
the  entire  lesson  the  instructor  used  no  demonstration  materials, 
models,  blue  prints,  lantern  slides,  blackboard  drawings  nor  did 
he  make  any  reference  to  the  several  cupolas  in  the  Navy  Yard. 
In  mathematics  the  work  observed  consisted  of  review  exercises 
and  demonstrations  of  the  fundamental  operations.  No  text 
books  were  used  in  any  of  the  classes.  In  the  teaching  observed 
there  was  very  little  correlation  between  the  class  work  and  the 
daily  work  of  the  boys,  and  none  at  all  with  the  specific  trade 
to  which  the  boy  was  apprenticed.  The  methods  used  were  largely 
those  of  formal  teaching  with  a  very  few  practical  applications 
brought  in  afterwards  as  incidental.  It  seems  surprising  that 
in  such  a  rich  environment  as  the  Navy  Yard,  with  such  hearty 
co-operation  on  the  part  of  the  officials,  that  so  little  endeavor 
was  made  to  use  the  environment  and  the  experiences  of  the  boys 
as  part  of  the  teaching  process.  At  the  time  of  the  survey  none 
of  the  teachers  had  visited  the  shops  or  talked  to  the  foremen 
in  the  shops,  or  visited  the  boys  at  work,  except  one  who  is  regu- 
larly employed  in  the  Navy  Yard. 

Teachers'.  There  are  three  teachers  employed  by  the  Board 
of  Education  for  the  part-time  industrial  work  in  the  Navy  Yard 
They  are  rated  as  substitute  teachers  and  teach  at  the  Navy 
Yard  four  hours  per  day.  They  are  paid  at  the  rate  of  |6.00  for 
the  four  hours.  All  are  fully  occupied  at  other  business  in  the 
mornings.  One  teaches  two  mornings  each  week  for  the  Board 
of  Education  in  other  part-time  industrial  classes  and  works 
four  mornings  in  a  machine  shop.  Another  is  regularly  employed 
at  the  Navy  Yard.    The  third  is  temporarily  employed  at  civil 


Part-Time  Industrial  Classes  199 

engineering  work.  Two  teachers  have  engineers'  degrees,  the 
other  has  completed  three  years'  work  toward  the  bachelors' 
degree.  All  three  teachers  have  had  practical  experience  in  the 
industries  and  at  present  are  occupied  part  of  the  time  in  prac- 
tical work.  The  supervisor  from  the  Board  of  Education  visits 
the  classes  twice  a  week,  holding  conferences  with  the  teachers 
and  observing  the  work  of  the  classes. 

Building  Equipment,  Supplies:  All  the  classes  are  held  in 
the  large  social  hall  of  the  Navy  Yard.  This  makes  the  teaching 
somewhat  diflBcult  as  the  attention  of  the  students  is  being  con- 
tinually distracted  by  the  other  classes.  This  condition  is  soon 
to  be  remedied  by  installing  movable  partitions. 

The  equipment  is  satisfactory  in  most  respects  and  is  being 
added  to  and  improved  continually  by  the  officials  of  the  Navy 
Yard. 

All  supplies  for  these  classes  are  obtained  from  the  Navy 
Yard  stores,  so  that  these  teachers  avoid  the  delay  usually 
attendant  upon  obtaining  supplies  from  the  Board  of  Education 
store  room. 

Attitude  of  Employers:  The  classes  are  visited  every  day  by 
the  naval  officer  in  charge,  another  subordinate  officer  being 
present  most  of  the  time.  The  Navy  Yard  officials  are  very 
enthusiastic  about  the  part-time  industrial  classes,  and  are 
willing  to  co-operate  in  every  way  to  make  the  work  a  success. 
Personal  interviews  were  held  with  the  four  officials  directly 
concerned;  one  of  them  expressed  himself  as  feeling  that  the 
teachers  were  not  yet  in  touch  with  the  real  problems  and  needs 
of  the  boys  in  the  classes;  another  one  said,  "Everything  in  the 
Navy  Yard  is  at  the  disposal  of  these  classes  and  their  teachers. 
They  can  go  anywhere  and  use  anything  in  the  yard.'* 

THE  PART-TIME  INDUSTRIAL  CLASSES  AT  THE  LONG 
ISLAND  RAILROAD  SHOPS,  MORRIS  PARK,  L.  I. 

Organization:  The  part-time  industrial  work  was  organized 
in  these  shops  on  June  14th,  1915.  There  are  two  separate 
classes,  one  from  eight  to  ten,  Monday  and  Wednesday  mornings, 
the  other  from  ten  to  twelve  on  the  same  days.  The  classes  are 
conducted  fifty  weeks  in  the  year.  One  class  of  twelve  boys  was 
composed  of  machine  shop  apprentices,  the  other  class  of  thirteen 
boys  included  electricians,  blacksmiths  and  pattern-makers'  ap- 


200  Industrial  Education  Survey 

prentices.  The  apprentices  attending  these  classes  are  employed 
in  the  general  repair  shops  of  the  railroad  and  are  given  a 
splendid  opportunity  to  secure  a  broad  shop  training.  The  boys 
are  compelled  by  the  employer  to  attend  these  classes  and  are 
paid  their  regular  wages  for  the  time  spent  in  class. 

The  previous  education  of  the  boys  in  these  classes  ranges 
from  the  sixth  grade  to  the  second  year  in  high  school.  They 
were  from  15  to  22  years  of  age. 

Course  of  Study :  An  attempt  was  made  to  secure  a  course  of 
study  from  the  teacher  but  one  could  not  be  obtained.  Three 
subjects  were  taught  by  one  teacher  to  all  classes;  mechanical 
drawing  and  blue  print  reading  one  period  each  week,  mathe- 
matics one-half  period  per  week  and  English  one-half  period  per 
week.    Instruction  in  mechanics  was  also  being  given  at  intervals. 

Relation  Between  School  Work  and  Shop  Work :  The  work  in 
mechanical  drawing  was  largely  individual  owing  to  the  varying 
rate  of  progress  of  the  pupils.  The  larger  part  of  the  work  was 
being  done  from  blackboard  sketches  and  other  drawings.  There 
was  very  little  evidence  of  drawings  of  shop  models,  tools  or 
machines,  and  none  of  locomotive  parts. 

In  the  work  in  mathematics  the  difference  in  the  previous 
education  of  the  boys  showed  up  strongly.  To  many  of  them 
the  work  was  simply  a  review  of  what  they  had  done  in  school; 
to  others  it  was  far  too  difficult.  There  was  very  little  individual 
teaching. 

On  the  day  that  the  writer  visited  this  shop  a  lecture  had 
just  been  given  in  the  mechanics  class  on  the  theory  of  the  gas 
engine.  On  inquiry  it  was  found  that  no  gas  engines  were  used 
or  built  in  the  shops.  The  English  work  was  given  at  the  same 
time  as  that  in  mechanics  and  consisted  of  note  book  work  and 
drill  in  oral  expression. 

The  same  tearher  has  been  employed  for  these  classes  for  the 
past  six  months.  Up  to  the  date  of  the  survey  he  had  not  visited 
the  shops,  or  the  boys  at  work,  the  superintendent  or  the  fore- 
man. He  is  employed  by  the  Board  of  Education  for  the  work, 
two  mornings  each  week,  from  8  to  12  for  which  he  is  paid  ^^6.00 
per  morning.  He  is  also  employed  by  the  board  every  afternoon, 
teaching  other  part-time  industrial  classes,  his  other  mornings 
being  spent  in  machine  shop  work.  He  has  had  ten  years'  prac- 
tical experience  as  draftsman,  engineer  and  machinist.    Although 


ParfThiic   I ixhisirial  Ckissr.yi  201 

the  classes  have  been  in  operation  for  two  years,  a  system  of  tests 
and  reports  to  the  shop  superintendent  has  only  just  been  started. 
This  was  done  at  the  urgent  request  of  the  shop  superintendent, 
who  made  this  request  because  of  his  impression  that  the  com- 
pany was  not  deriving  the  benefit  that  it  should  fi'oni  tlie  class 
work. 

Rooms  and  Equipment :  The  room  provided  for  these  classes 
is  unsuited  for  school  purposes,  being  a  portion  of  a  paint  shop, 
dark,  dirty  and  noisy  with  a  very  disagreeable  odor  of  paint. 
The  benches  on  which  the  drawing  is  done  were  decidedly  shaky, 
it  being  practically  imj)ossible  to  do  good  work  on  them. 

Attitude  of  Etnploijers:  Interviews  Mere  held  with  the  super- 
intendent of  the  sliop  and  with  the  foreman  of  the  machine 
shop.  Both  expressed  an  earnest  desire  to  make  the  work  of  the 
part-time  industrial  classes  more  successful.  The  superintendent 
expressed  himself  as  not  being  entirely  satisfied  with  the  work  of 
the  class.  He  expressed  a  desire  to  have  it  more  thoroughly 
organized  in  the  direction  of  systems  of  testing,  grading  and 
promotion  which  should  measure  the  progress  of  the  boj-s.  Both 
foreman  and  superintendent  felt  that  the  work  thus  far  had  not 
been  of  much  value  to  them  in  a  practical  way  due  in  part  to  the 
fact  that  the  boys  did  not  remain  long  with  the  firm. 


THE  PART-TIME  INDUSTRIAL  CLASS  OF  THE  BALTI- 
MORE AND  OHIO  R.  R.  SHOPS,  CLIFTON,  S.  I. 
Organization:  This  class  was  organized  September,  1914. 
The  sessions  are  from  7 :15  to  8 :15  every  morning  in  the  week, 
making  a  total  of  six  hours  per  week  for  all  apprentices.  The 
enrollment  was  low  at  the  time  of  the  survey  on  account  of 
abnormal  trade  conditions,  it  being  difficult  to  get  boys  to  start 
the  four  years'  apprenticeshij*  course  at  flie  beginning  wage. 

Classification  of  Pupils :  All  the  boys  are  regularly  appren- 
ticed to  specific  trades  in  the  shops.  Tliey  are  compelled  to  attend 
by  the  company  and  are  paid  their  regular  wage  while  attending 
class.  Of  the  eight  apprentices  at  present  in  the  class,  six  were 
machinists'  apprentices,  one  a  carpenters'  and  one  a  boiler 
makers'  apprentice. 


202  Industrial  Education  Survey 

Courses  of  Studij:  Meclianical  drawing  is  taught  on  Mondays, 
Wednesdays  and  Fridays,  mathematics  on  Tuesdays,  Thursdays 
and  Saturdays. 

Relation  Between  School  Work  and  Shop  Work :  In  mechan- 
ical drawing  the  work  of  the  class  is  closely  related  to  the  specific 
trade  of  the  boy,  the  machinists'  apprentices  drawing  machines, 
engines  and  parts;  the  carpenter  apprentices  drawing  frames 
for  buildings,  construction  work,  etc.,  the  boilermakers'  appren- 
tices drawing  parts  of  locomotive  boilers  and  developing  pat- 
terns, the  drawings  being  made  almost  entirely  from  parts  bor- 
rowed from  the  shops.  The  work  in  mathematics  is  of  a  practi- 
cal character  and  related  to  the  trade,  the  method  being  to  develop 
the  practical  use  and  need,  show  methods  of  solving,  then  state 
the  formula  and  develop  short  cuts,  with  use  of  tables.  The 
work  in  both  classes  is  entirely  individual  and  the  standards  of 
work  are  high.  The  books  used  as  reference  books  in  the  mathe- 
matics class  are:  "Shop  Mathematics,"  Helton;  "Practical  Ap- 
plied Mathematics,"  Hale;  "Mathematics  for  Machinists,"  Burn- 
ham;  "Shop  Problems  in  Mathematics,"  Breckenbridge,  and  the 
texts  of  the  Baltimore  and  Ohio  apprentice  course  of  Mt. 
Clair,  Md. 

Teachers:  Two  teachers  are  employed  for  this  work  by  the 
Board  of  Education,  one  for  mathematics  and  one  for  mechanical 
drawing,  both  teach  three  hours  per  week.  They  regularly  visit 
the  shops,  are  well  acquainted  with  all  the  foremen  and  know 
what  each  boy  is  doing  in  the  shop.  Both  have  had  some  prac- 
tical experience  in  the  trades  and  are  regularly  employed  during 
the  day  by  the  Baltimore  and  Ohio  Railroad  Company;  one  is 
chief  clerk  to  the  master  mechanic,  the  other  is  draftsman  in  the 
same  department.  Each  has  worked  out  a  course  of  study  to 
meet  the  needs  of  the  boys,  their  chief  aid  being  the  apprentice 
courses  from  the  Baltimore  and  Ohio  Apprentice  School  at  Mt. 
Clair.  On  the  other  hand  neither  of  these  teachers  has  ever  at- 
tended any  conference  of  part-time  industrial  class  teachers  or 
visited  any  other  part-time  industrial  classes. 

Equipment:  The  classes  are  held  in  an  ordinary  passenger 
car  which  stands  on  a  convenient  side  track.  Drawing  tables  are 
fitted  over  the  backs  of  the  seats  and  the  car  is  well  lighted, 
heated  and  ventilated.     The  company  furnishes  all  the  blue- 


Part-Time  Industrial  Classes  203 

prints,  tracing  paper,  blue-print  paper  and  tracing  cloth.  The 
Board  of  Education  furnish  drawing  boards,  paper  and  instru- 
ments. The  teachers  are  given  any  extra  time  necessary  to  pre- 
pare material  for  the  class  and  are  allowed  to  use  any  part  of 
the  shop  equipment  or  material  desired.  These  teachers  have 
visited  evening  classes  at  Pratt  Institute,  Murray  Hill  Evening 
Trade  School  and  the  Dickinson  High  School. 

Attitude  of  Employers:  The  master  mechanic  and  foremen 
visit  the  class  regularly  and  know  what  each  boy  is  doing;  the 
representative  of  the  Board  of  Education  visits  the  class  once 
about  every  three  weeks.  The  company  gives  prizes  of  books  for 
good  work  and  pays  the  expenses  of  a  trip  to  their  other  plant  at 
Mt.  Clair,  Maryland,  for  the  best  boys.  The  attitude  of  the  repre- 
sentatives of  the  company  was  all  that  could  be  desired.  They 
visit  the  class  regularly,  giving  encouragement,  substantial  help 
and  constructive  criticism.  They  expressed  themselves  as  being 
perfectly  satisfied  with  their  teachers  and  with  the  work  which 
they  were  doing.  They  would  be  glad  to  start  classes  in  industrial 
chemistry  and  applied  physics. 

THE  PART-TIME  INDUSTRIAL  CLASSES  OF  THE  RICH- 
MOND LIGHT  &  RAILROAD  CO.,  LIVINGSTON,  S.  I. 

Organization:  These  classes  were  established  by  the  Board  of 
Education,  November  10,  1914.  The  hours  are  from  7  to  9  Mon- 
day, Wednesday,  Thursday  and  Saturday  mornings. 

Student:  The  students  are  all  over  nineteen  years  of  age  and 
attendance  in  the  class  is  voluntary,  the  class  being  open  to  any 
employee  who  cares  to  come.  The  firm  pays  the  regular  wage  for 
the  time  spent  in  class,  the  estimated  average  wage  being  about  30 
cents  per  hour.  The  total  number  of  employees  is  150,  the  aver- 
age number  eiu-ollcd  in  the  continuation  class  is  o8.  with  an  aver- 
age attendance  in  each  class  of  15.  The  trades  represented  in  each 
class  are  electricians,  machinists,  pipe  fitters,  riggers,  repair  men, 
construction  men  and  meter  men,  with  oilers  and  helpers  of  vari- 
ous kinds. 

Courses  of  ^^tudjj:  Elementary  meclianical  drawing  is  given  on 
Monday;  advanced  mechanical  drawing  and  blueprint  reading, 
cost  and  quantity  estimating  on  Wednesday;  mathematics  on 
Thursday ;  elements  of  steam  and  electricity  on  Saturday. 


201  }  11(1  Ksl rial  Eilucution  ^Survey 

Relation  Between  School  Work  and  Shop  Work:  The  teaching 
in  both  chisses  in  mechanical  drawing  was  entirely  individual, 
each  student  being  given  what  he  needs  and  wants,  and  advancing 
as  rapidly  as  his  ability  allows.  The  purpose  of  the  class  is  not  to 
make  draftsmen,  but  to  enable  them  to  make  fieeliand  mechan- 
ical sketches;  to  read  drawings  and  blue  prints;  to  figure  quanti- 
ties and  to  estimate  costs.  Some  were  working  on  the  simple 
orthographic  projections,  others  on  machine  drawings,  others  on 
building  plans  and  still  others  were  estimating  costs  and  quanti- 
ties; all  in  the  same  class.  No  text  books  were  used,  samples 
being  taken  from  the  daily  work  and  the  operations  of  the  plant. 
In  mathematics  the  work  was  partly  class  work  and  partly  indi- 
vidual, fundamental  algebraic  operations  and  simple  equations 
w^ere  demonstrated  and  applied  immediately  to  practical  prob- 
lems. The  work  in  elements  of  steam  and  electricity  is  given  in 
the  same  way.  The  chief  reference  books  in  these  two  classes  were 
"Mathematics  for  Machinists,"  Burnham;  "Elements  of  Elec- 
tricity," Timbie. 

Teachers:  Two  teachers  are  employed  by  the  Board  of  Educa- 
tion, one  for  the  mechanical  drawing,  four  hours  per  week,  one  for 
the  mathematics  and  elements  of  steam  and  electricity,  four  hours 
per  week;  both  are  ranked  as  substitute  teachers  and  are  paid 
|!1.50  per  hour.  Both  are  regular  employees  of  the  company,  one 
as  chief  operating  engineer,  the  other  a  draftsman  having  charge 
of  the  construction  w^ork. 

Rooms  and  Equipment:  Two  rooms  in  the  office  building  are 
used  for  the  continuation  class  work.  They  are  roughly  furnished, 
but  seem  to  be  entirely  satisfactory  for  the  purpose  of  the  class 
work.  The  lecture  room  equipment  consists  of  one  small  black- 
board and  several  rough  board  benches,  with  a  set  of  shelves  for 
storing  demonstration  material.  The  mechanical  drawing  room 
equipment  consists  of  several  rough  board  tables  for  drawing,  one 
table  for  the  teacher  and  a  set  of  small  shelves  for  demonstration 
models.    Both  rooms  are  well  lighted  and  ventilated. 

Attitude  of  Employers:  The  employers  are  very  favorable  to 
the  continuation  class  idea,  and  if  for  any  reason  the  classes  de- 
crease in  size  the  superintendent  and  foreman  go  around  the  shops 
and  urge  the  men  and  boys  to  attend.  The  teachers  are  allowed 
all  the  extra  time  they  need  to  prepare  for  their  class  work  and 


Part-Time  Industrial  Classes  205 

the  iservicess  of  (»iher  eiuployeo.s  is  Ireely  given  to  prepare  any 
material  needed.  The  classes  are  supervised  very  closely  by  the 
employers,  being  visited  nearly  every  day  by  some  official  or  their 
representative  and  the  teaclier  holds  daily  conferences  with  the 
superintendent.  The  representative  of  the  Board  of  Education 
visits  the  class  about  once  every  two  weeks. 

PART-TIME  INDUSTRIAL  CLASSES  OF  THE  METROPOLI- 
TAN ENGINEERING  COMPANY,  BROOKLYN.  N.  Y. 

Organization:  The  Metropolitan  Engineering  Company,  of 
Brooklyn,  has  four  continuation  classes,  the  hours  being  from  4 
to  5:80,  two  classes  meeting  on  Monday  and  Wednesday,  and  tlie 
other  two  on  Tuesday  and  Thursday.  The  classes  were  organized 
September  13,  1915,  and  the  boys  are  required  by  the  company  to 
attend  them.  Most  of  the  boys  work  on  piece  work,  but  are  paid  a 
flat  rate  for  two-thirds  of  the  time  spent  in  class.  This  rate  of 
compensation  varies  from  fourteen  to  twenty-five  cents  per  hour. 
The  company  makes  a  very  extensive  line  of  electrical  parts  for 
use  in  construction  work.  The  classes  have  an  average  attendance 
of  seventy-eight  and  the  boys'  ages  vary  from  sixteen  to  twenty-two 
years.  They  are  not  learning  any  specific  trade,  but  are  doing 
routine  work  requiring  a  considerable  degree  of  manual  dexterity, 
for  which  they  receive  good  wages. 

Most  of  the  boys  were  working  at  semi-skilled  work.  Their 
job  can  in  no  way  be  looked  upon  as  a  trade  and  it  offers  very  little 
j  opportunity  for  advancement  to  skilled  work  with  this  firm,  or 
any  other  firm.  Neither  can  it  be  looked  upon  as  a  suitable  occu- 
pation for  adults.  This  nmkes  the  problem  of  related  work  quite 
difficult.  It  also  raises  the  question  as  to  whether  the  instruction 
can  be  considered  as  trade  extension  work. 

Courses  of  Htmhj:  The  class  work  consists  of  mechanical  draw- 
ing one  and  one-half  hours  per  week;  shop  arithmetic  three  quar- 
ters of  an  hour  per  week ;  English  three-quarters  of  an  hour  per 
week.  Complete  syllabi  for  these  courses  have  been  worked  out 
by  the  supervisor  in  charge  of  these  classes. 

Relation  Between  Class  Work  and  Shop  Work:  The  type  of 
work  the  boys  perform  in  the  shop  makes  it  difTicult  to  relate  the 
class  work  very  closely  to  the  shop  work.  In  the  mechanical 
drawing  class,  however,  an  attempt  was  being  made  to  make  the 
work  practical  and  i*elated  to  the  shop  work.    The  models  used 


206  Industrial  Education  Survey 

were  largely  those  that  the  boys  were  working  with  in  the  shops. 
There  was  no  geometrical  drawing,  but  plenty  of  freehand  ortho- 
graphic sketches.  A  few  drawings  were  made  that  were  copies  of 
other  drawings.  In  the  shop  arithmetic  class  the  work  was  pri- 
marily a  review  of  the  regular  work  pursued  in  the  grammar 
grades.  Very  little  evidence  could  be  seen  of  any  correlation  with 
the  work  of  the  boys,  or  of  the  products  of  the  firm.  The  English 
was  to  an  extent  correlated  with  the  daily  work  of  the  boys. 

Teachers:  At  the  time  of  the  first  visit  to  these  classes  two 
new  teachers  were  being  installed,  one  class  having  had  three 
dififerent  teachers  in  the  previous  four  weeks.  There  had  been  an 
entire  new  force  of  teachers  in  the  previous  two  weeks.  At  pres- 
ent there  are  two  teachers  employed  six  hours  each  per  week  by 
the  Board  of  Education  for  these  classes.  They  are  paid  |1.50  per 
hour  for  this  teaching.  They  teach  in  other  schools  during  the 
remainder  of  the  day. 

Room  and  Equipment:  The  room  assigned  to  the  class  is  sat- 
isfactory for  the  purpose,  it  being  the  best  in  all  the  part-time 
industrial  schools  visited.  It  is  suitably  equipped  with  chairs, 
drawing  tables,  blackboards,  and  cases.  A  partition  is  to  be  built 
in  the  middle  of  the  room,  making  it  into  two  separate  rooms. 

Attitude  of  Employers:  The  ofScials  of  the  company  inter- 
viewed, the  superintendent  and  the  foreman  are  all  very  enthusi- 
astic about  the  part-time  industrial  work.  The  classes  were  or- 
ganized at  their  request.  When  advertising  for  help  they  make  a 
statement  that  they  conduct  a  part-time  industrial  class  and  that 
the  quality  of  the  applicants  for  positions  had  improved  very 
much  since  the  classes  were  started.  They  expressed  an  entire 
willingness  to  do  anything  to  improve  the  work  of  the  classes. 
They  feel  that  the  Board  of  Education  is  not  properly  supporting 
the  work,  in  that  they  have  failed  to  supply  competent  teachers 
who  understand  the  part-time  industrial  class.  They  expressed  a 
willingness  to  pay  the  entire  salary  for  the  teachers  themselves, 
If  good  ones  could  be  obtained ;  also  to  employ  them  regularly  in 
the  factory  or  office  for  full  time,  if  that  would  assure  good  teach- 
ing. They  are  willing  to  start  two  more  classes,  if  the  Board  of 
Education  will  supply  good  teachers.  They  favor  the  establish- 
ment of  courses  in  related  elementary  electricity,  correlated  phy- 
sics and  chemistry  and  a  course  in  the  study  of  material.  They 
advocate  not  more  than  ten  boys  to  one  teacher,  as  they  feel  that 


Part-Time  Industrial  Classes  207 

this  limitation  is  necess^ary  to  obtain  good  results  in  this  type  of 
work.  The  company  supplies  to  the  classes  complete  files  of  the 
"American  Machinist,"  "Electrical  World"  and  "Iron  Age";  but 
BO  far  the  teachers  have  made  no  use  of  the  magazines  in  the 
class  room. 

The  classes  are  visited  nearly  every  day  by  a  representative  of 
the  firm  and  about  five  times  a  month  by  a  representative  of  the 
Board  of  Education. 


SUMMARY. 

The  findings  of  the  survey  of  the  part-time  industrial  classes 
fihow  the  following : 

1.  That  the  part-time  industrial  work  represents  but  a  small 
part  of  industrial  instruction  offered  in  New  York  City.  The  re- 
port for  the  continuation  classes  for  the  week  ending  March  31, 
1917,  shows  that  there  are  344  students  enrolled  in  the  part-time 
industrial  classes.  This  number  is  about  16  per  cent  of  the  total 
number  of  pupils  in  continuation  classes. 

2.  That  certain  conditions  in  this  work  arising  from  the  fact 
that  many  classes  are  made  up  of  pupils  from  different  trades  or 
branches  of  the  trade  make  it  difficult  to  correlate  intimately  the 
instruction  with  the  shop  experience  of  the  pupils. 

3.  That  the  teachers  of  these  classes  receive  practically  no  spe- 
cific preparation  for  the  special  problems  of  this  type  of  teaching. 

4.  That  the  salary  and  assignment  of  work  render  it  difficult  to 
obtain  men  with  special  training  for  these  classes. 

5.  That  the  teachers  who  are  employed  in  the  shops  of  the  es- 
tablishments offering  courses  have  uniformly  acquainted  them- 
selves with  the  shop  work  of  the  pupils.  At  the  time  of  the  sur- 
vey, few  of  the  other  teachers,  however,  had  visited  the  shops,  or 
the  boys  at  vrork. 

6.  That  the  employers  favor  the  part-time  industrial  classes 
and  are  working  for  their  improvement. 

7.  That  the  contribution  of  the  employers  in  apprentice  wages 
and  cost  of  materials  amounts  to  more  than  that  spent  by  the 
Board  of  Education  for  salaries  and  materials. 


REPORT  OP  THE  ADVISORY  COMMITTEE  OF 
PART-TIME  INDUSTRIAL  CLASSES 

Part-time  industrial  classes,  as  conducted  in  New  York  City, 
may  be  considered  under  two  heads:  (1)  Compulsory  classes 
organized  under  the  provisions  of  the  Wilmot  law  for  children 
who  have  been  granted  working  papers  but  who  have  not  grad- 
uated from  the  elementary  school,  and  (2)  voluntary  classes  for 
those  who  have  fulfilled  the  compulsorj'  school  requirements  and 
who  are  employed  in  occupations  for  which  it  is  possible  and 
desirable  to  give  specific  supplementary  training,  calculated  to 
better  fit  the  employees  for  the  positions  in  which  they  are  now 
employed,  and  for  advancement  to  better  positions. 

While  the  report  of  the  survey  which  was  submitted  to  the 
committee  has  dealt  with  but  the  second  class  of  young  workers 
mentioned  above,  your  committee  nevertheless  feels  it  to  be  de- 
sirable at  this  time  to  emphasize  the  great  need  for  providing 
a  scheme  of  continued  education  for  all  boys  and  girls  between 
the  ages  of  14  and  18  years  who  leave  school  and  go  to  work. 

No  comprehensive  or  fully  adequate  system  of  education  can 
permit  thousands  of  young  people  who,  at'  15  years  of  age,  have 
reached  but  the  end  of  sixth  grade,  or  who  are  merely  14  years 
of  age  though  having  finished  the  eighth  grade,  to  go  out  into 
industry  upon  a  single  program  of  mere  employment. 

The  fact  is  deserving  of  great  emphasis  that  j'^oung  people, 
even  under  the  most  favorable  circumstances,  cannot  be  suf- 
ficiently well  educated  and  otherwise  developed  so  that  by  the 
end  of  their  thirteenth  year,  or  during  their  fourteenth  year, 
they  may  be  permitted  in  large  numbers  to  enter  industry  upon 
the  terms  of  opportunity  that  industry  now  offers  without  grave 
danger  to  themselves  and  to  society. 

Legal  restrictions  upon  hours  of  labor  of  children  afford  some 
protection.  A  few  further  legal  restrictions  afford  a  measure  of 
protection  from  physical  accident  and  minimize  the  moral  hazard. 
And  yet  some  of  these  beneficient  restrictions  serve  to  increase 
the  educational  hazard  in  that  they  narrow  the  field  of  choice  of 
work  of  these  boys  and  girls  to  the  educationally  "denatured" 
juvenile  jobs  so  frequently  described  as  "dead  end"  or  "blind 
alley." 

208 


Part-Time  Industrial  Classes  209 

These  juvenile  jobs  are  not,  as  a  rule,  beyond  the  strenj;th  and 
capacity  of  boys  and  girls  to  master.  They  are  of  kind  where 
youth  is  an  asset.  They  are  frequently  relatively  well  paid.  The 
danger  lies  in  the  fact  that,  with  rare  exceptions,  they  do  not 
l)rovide  an  experience  that  is  useful  as  a  preparation  for  better 
paid  adult  positions,  which  these  young  people  must  later  enter 
if  they  are  to  be  adequately  self-supporting,  and  that,  on  the  other 
hand,  as  a  rule  they  make  no  demands  upon  the  education  with 
which  the  boys  and  girls  come  to  them.  As  a  result,  the  very 
elonentary  education — the  minimum  essentials  of  which  have 
been  provided  at  great  expense  by  the  community — is  sloughed 
off  to  an  alarming  extent  during  these  first  years  out  of  school. 

If  valid  and  necessary  to  make  this  investment  in  education, 
in  the  first  place,  it  is  imperative  that  steps  be  taken  to  con- 
serve the  investment  in  the  second. 

Another  serious  defect  to  be  remedied  arises  from  the  fact 
that,  during  the  years  spent  in  the  kind  of  employment  of  which 
we  are  speaking,  neither  parents  nor  employers  are  doing  any- 
thing, except  in  special  instances,  to  stimulate  the  young  people 
to  adopt  a  forward-looking  program  for  themselves,  and  indeed 
often  unintelligently  and  even  selfishly  oppose  their  efforts,  when, 
by  chance,  they  make  the  effort. 

The  community  has  undoubtedly  the  right  to  fix  the  terms 
upon  which  minors  may  enter  industry.  The  community  just 
as  surely  is  under  obligations  to  provide  further  part-time  edu- 
cational opportunity  and  guidance  during  this  most  critical  and 
formative  period  between  the  ages  of  14  and  18  years. 

It  requires  no  elaboration  to  convince  anyone  of  intelligence 
that  the  initial  entrance  into  industry,  made  at  a  period  which 
coincides  with  the  otherwise  most  critical  period  in  the  lives  of 
boys  and  girls,  is  no  time  for  the  educational  machinery  to  aban- 
don them  to  their  own  devices  and  the  blind  forces  of  industry. 

Legislation,  and  the  public  school  alone,  can  deal  adequately 
with  the  problem,  and  therefore  upon  the  public  school  authori- 
ties devolves  a  great  responsibilitj'.  To  fail  to  act  would  be  most 
inconsistent  with  the  social  claims  of  the  modern  school  system, 
and  would  fall  far  short  of  educational  statesmanship.  The 
scliools  for  the  masses  must  not  cease  where  those  for  the  favored 
lew  begin. 

The  arguments  for  this  work  are  by  no  means  exhausted. 
Attention  might  be  called  to  the  fact  that  thousands  of  the  boys 
and  girls  for  whom  it  is  asked  that  this  part-time  Instruction 


210  Industrial  Education  Survey 

shall  be  provided,  are  entitled  to  sit  five  days  a  week  in  the  public 
school  and  have  the  public  pay  the  bill.  Instead,  they  are  at 
work  earning  millions  of  dollars  yearly,  which  money  they  take 
into  the  homes  of  the  most  needy,  where  it  both  helps  to  support 
the  families  and  to  pay  the  taxes.  They  are  also  making  their 
contribution  to  the  industry,  and  must  not  be  regarded  as  a 
burden  upon  industry,  for,  while  we  most  often  think  of  employers 
paying  wages  to  employees,  it  is  quite  as  correct  to  speak  of 
employees  paying  a  profit  to  employers. 

Every  consideration  of  justice,  every  prompting  of  generosity, 
every  demand  of  efficiency  in  its  best  sense,  requires  that  the 
problem  of  providing  adequately  for  the  continued  education  of 
the  thousands  of  boys  and  girls  leaving  school  at  15  years  of  age 
be  met  promptly  and  courageously,  particularly  in  all  of  our 
large  cities. 

Turning  to  the  second  or  voluntary  group  with  which  the 
report  of  the  survey  has  to  do  the  advisory  committee  is  con- 
vinced that  the  city  should  maintain  part-time  industrial  classes 
for  these  young  people. 

While  the  arguments  set  forth  in  regard  to  the  necessity  for 
further  education  of  the  first  group  apply  equally  well  to  the 
second,  other  factors  set  forth  below  influenced  your  committee 
in  reaching  its  conclusions  with  regard  to  part-time  industrial 
classes. 

The  individuals  in  the  second  group  have  definitely  started 
upon  an  industrial  career.  The  degree  of  success  which  will  come 
to  any  of  these  individuals  depends  largely  upon  the  degree  of 
intelligence  that  they  develop  concerning  the  methods  and  activi- 
ties of  the  trade  in  which  they  are  engaged,  that  is,  upon  their 
knowledge  of  the  mathematics  bearing  upon  trade  processes,  upon 
the  elementary  scientific  principles  involved,  upon  their  compre- 
hension of  technical  processes,  their  acquaintance  with  the  quali- 
ties and  properties  of  materials  used  and  upon  their  ability  to 
deal  with  correlated  factors,  such  as  reading  and  making  draw- 
ings and  the  interpretation  of  shop  orders  and  reports. 

As  the  industries  are  organized  at  present,  there  is  little  or 
no  chance  for  an  individual  to  secure  systematic  training  in  any- 
thing other  than  the  manipulative  side  of  the  trade  unless  it 
be  given  by  instructors  employed  for  the  purpose,  and  at  a  time 
definitely  set  aside.  A  few  employers  are  willing  to  go  to  the 
trouble  and  expense  to  provide  such  instruction,  the  majority  are 
not.     Because  of  this  it  has  become  the  duty  of  the  public  to 


Part-Time  Industrial  Classes  211 

lirovide  facilities  for  such  instruction  through  the  maintenance 
of  part-time  industrial  classes.  This  can  be  done  economically 
and  eHiciently  only  through  the  agency  now  organized  to  care  for 
public  instruction. 

Any  program  which  has  to  do  with  part-time  industrial  classes 
for  minors  employed  in  occupations  for  which  it  is  possible  to 
give  specific  supplementary  training  should  be  based  upon  the 
principle  that  there  are  three  parties  to  be  considered — the  State, 
the  individual  and  the  employer. 

The  instruction  in  part-time  industrial  classes  should  consist 
in  part  of  subjects  such  as  drawing,  mathematics,  and  science 
related  to  the  industrial  needs  of  the  occupations  in  which  the 
workers  are  employed,  and  in  part  of  subjects  which  will  con- 
tribute to  the  employee's  intellectual,  social  and  civic  develop- 
ment. 

It  should  also  be  noted  that  the  development  and  advance- 
ment of  the  employee  will  depend  fully  as  much  upon  the  extent 
to  which  he  is  given  the  opportunity  for  breadth  and  scope  of 
training  inside  the  establishment  as  upon  outside  instruction. 

The  administration  of  the  part-time  industrial  classes  should 
be  placed  in  the  hands  of  the  public  school  authorities,  and  should 
center  in  a  director  of  industrial  education  who  should  have  an 
assistant  in  specific  charge  of  these  classes.  This  assistant  should 
have  power  of  initiative  in  all  matters  relating  to  the  part-time 
industrial  classes,  such  as  courses  of  instruction,  location  of 
classes,  training  and  selection  of  teachers,  equipment  and  sup- 
plies. Such  a  plan  would  clothe  those  who  administer  the  work 
with  sufficient  power  to  meet  the  many  exigencies  Avhich  are  sure 
to  arise  in  connection  with  part-time  instruction  and  fix  respon- 
sibility for  results. 

From  the  reports  submitted  to  your  committee  and  from  such 
observation  as  the  committee  has  made,  it  feels  that  certain  weak- 
nesses of  the  part-time  instruction  as  it  exists  at  present  is  largely 
due  to  the  lack  of  such  centralized  authority. 

All  part-time  industrial  classes  should  be  organized  as  to 
trades  and  not  as  to  time  served  in  industry  or  educational  quali- 
fications or  age  of  pupils.  Because  of  the  inevitable  variations 
in  age  and  previous  school  experience  there  should  not  be  more 
than  twenty  students  enrolled  in  a  class  at  any  one  time.  By 
limiting  the  number  to  this  extent  individual  instruction  which 
is  essential  can  be  provided. 

To  secure  the  maximum  amount  of  benefit  for  the  individuals 


212  Industrial  Education  Survey 

in  a  part-time  industrial  class  it  is  essential  that  workers  from 
one  industry,  trade  or  occupation  be  grouped  together,  rather 
than  a  number  of  workers  from  a  variety  of  industries,  trades,  or 
occupations.  The  workers  in  a  machine  shop  should  be  grouped 
together,  workers  from  a  woodworking  shop  should  be  grouped 
together.  Workers  from  a  woodworking  shop  and  workers  from 
an  electrical  shop  should  not  be  grouped  together. 

While  the  investigations  of  the  survey  and  the  report  of  your 
committee  have  been  largely  directed  towards  the  few  part-time 
industrial  classes  now  in  existence,  your  committee  feels  that  the 
policy  of  the  Board  of  Education  should  be  to  extend  these  classes 
wherever  favorable  opportunities  can  be  found. 

The  development  of  part-time  classes  in  the  absence  of  com- 
pulsory legislative  enactment  is  a  matter  of  slow  growth  in  our 
individualistic  communities.  If  this  work  is  to  be  extended,  steps 
should  be  first  taken  in  industries  representing  large  numbers 
of  young  workers  and  where  there  exists  great  need  of  trade 
extension  instruction.  The  consent  of  some  sympathetically  dis- 
posed employer  for  the  beginning  of  part-time  classes  with  his 
employees  should  be  secured.  After  such  a  beginning,  efforts 
should  be  made  through  employers,  associations  and  otherwise  to 
secure  the  consent  of  all  employers  in  the  trade  or  industry  in 
which  the  work  has  been  started  to  release  their  employees  for 
such  instruction  during  a  portion  of  the  working  day. 

Finally  it  is  obvious  that  part-time  industrial  classes  cannot 
always  be  conducted  in  commercial  establishments,  but  must  be 
provided  for  in  part  at  least  in  school  buildings  or  rooms  other- 
wise secured  for  the  purpose. 

Signed, 

R.  O.  Small, 

E.  A.  COOLEY, 

M.  B.  King. 


RECOMMENDATIONS  OF  THE  INDUSTRIAL  EDUCATION 
SURVEY  COMMITTEE. 

Administration. 
Based  upon  the  foregoing  findings,  it  is  recommended: 
That  the  administration  of  industrial  education  in  the  public 

schools  of  the  city  center  in  a  director  of  industrial  education 

responsible  to  the  city  superintendent  of  schools  and  the  board 

of  superintendents. 

That  the  field  covered  bj^  the  director  of  industrial  education 

be  confined  to  such  schools  as  meet  the  requirements  for  state  aid 

and  shall  not  include  pre-vocational  work,  manual  training  and 

compulsory  continuation  school  work. 

That  the  director  of  industrial  education  be  entrusted  with 

as  large  authority  and  responsibility  as  is  practicable  in  the 

administration  of  his  work. 

The  committee  feel  that  the  Board  of  Education,  the  city  superintendent 
iind  the  board  of  superintendents  should  recognize  that  their  relation  to 
the  director  of  industrial  education  would  be  different  in  character  from 
their  relations  with  directors  of  academic  branches.  While  school  superin- 
tendents have  experience  and  authority  in  the  academic  branches,  they 
are  usually  without  experience  or  special  knowledge  with  respect  to 
industrial  education.  They  should  therefore  allow  a  more  free-hand  to  the 
director  of  industrial  education  than  they  might  be  willing  to  grant  to 
the  supervisor  of  high  schools  or  of  branches  of  the  work  in  elementary 
schools. 

That  four  assistant  directors  be  provided  to  assist  the  director 
of  industrial  education  as  follows :  An  assistant  director  of  day 
vocational  schools  for  boys;  an  assistant  director  of  evening 
trade  classes  for  boys  and  men ;  an  assistant  director  of  co-opera- 
live  and  voluntary  part-time  classes;  and  an  assistant  director 
of  vocational  work  for  girls. 

That  according  to  the  terms  of  the  accompanying  chart  the 
assistant  director  of  day  vocational  schools  for  boys  shall  deal 
with  the  principals  of  such  schools,  the  principals  with  the  de- 
partment heads  and  the  department  heads  with  the  teachers. 

Tliat  the  assistant  director  of  evening  trade  schools  for  boys 
and  men  shall  deal  with  the  principals  of  such  schools,  and  the 
principals  with  the  teachers. 

213 


214 


Industrial  Education  Survey 


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Recommendations  of  Survey  Committee  215 

Th«at  the  assistant  director  of  co-operative  and  voluntary  part- 
time  classes  shall  deal  with  the  coordinators  of  co-operative 
ehisses  and  the  supervisors  of  part-time  classes  and  these  with 
the  respective  teachers. 

Tliat  the  assistant  director  of  vocational  work  for  girls  shall 
deal  with  the  principals  of  day  vocational  schools  for  girls  which 
are  or  may  be  established;  and  with  the  principals  of  evening 
trade  schools  for  girls,  the  principals  of  day  schools  with  depart- 
ment heads,  these  department  heads  and  the  principals  of  evening 
schools  with  the  teachers. 

That  in  order  to  insure  the  essential  co-operation  of  the  trades 
and  industries  in  the  administration  of  industrial  education 
advisory  committees,  consisting  of  employers  and  employees  be 
appointed  by  the  Board  of  Education  for  each  of  the  trades  of 
printing,  carpentry,  machine  work  and  electrical  work,  such  com- 
mittees to  consist  of  seven  persons  each,  three  of  whom  shall  be 
selected  from  trade  employers  associations,  three  from  labor 
organizations,  and  that  these  six  shall  nominate  one  additional 
member  who  shall  be  a  layman.  In  the  first  instance  two  mem- 
bers from  each  of  the  above  trade  groups  shall  be  appointed  for  a 
term  of  one  year,  two  for  a  term  of  two  years  and  two  for  a  term 
of  three  years,  and  the  lay  member  for  a  term  of  three  years. 
Thereafter  as  the  term  of  such  members  shall  expire,  the  vacan- 
cies caused  thereby  shall  be  filled  for  a  full  term  of  three  years. 

It  is  clear  that  the  function  of  such  committees  cannot  legally  be 
those  of  control  or  veto,  but  it  also  seems  clear  that  if  they  are  accorded 
very  specific  advisory  powers  and  definite  provision  be  made  for  the  con- 
sideration of  their  recommendations  the  way  will  be  opened  for  the  exer- 
tion of  a  very  real  and  important  influence  on  their  part. 

That  the  relations  of  such  advisory  committees  should  be  with 
the  director  of  industrial  education,  and  this  officer  should  be 
instructed  before  action  is  taken  upon  such  matters,  to  invite  the 
recommendations  of  the  committees  as  to  the  establishment  of 
new  industrial  schools  and  classes;  the  selection  of  equipment; 
the  content  and  length  of  the  courses  of  study;  the  requirements 
for  graduation  and  certification ;  the  number  of  pupils  admitted 
to  day  vocational  schools. 

Furthermore,  where  questions  of  policy  are  concerned  the  committee 
believe  it  is  highly  desirable  that  the  Board  of  Education  obtain  the  advice 
of  these  committees  as  the  only  means  of  guarding  itself  against  the 
danger  of  losing  touch  with  the  changing  conditions  of  the  trade. 


216  Industrial  Education  Survey 

Emi'loyment  and  Licensing  op  Teachers  in  Vocational  Schools. 

The  committee  recommends: 

That  the  board  of  examiners  appoint  a  special  committee  for 
each  distinctive  trade  for  which  there  is  need  of  teachers  in  either 
shop  or  related  shop  subjects,  the  members  of  the  committee  to  be 
•appointed  for  one  year  and  to  be  re-appointed  as  long  as  their 
services  are  satisfactory  and  they  are  willing  to  serve. 

That  each  committee  consists  of  three  members,  one  of  whom 
should  be  a  member  of  the  examining  board  in  order  to  correlate 
the  work  of  the  board  and  its  special  committee  and  two  of  whom 
should  be  persons  experienced  in  their  knowledge  of  the  trade 
and  of  education  for  the  trade. 

That  the  two  lay  members  of  the  committee  be  paid  a  per 
diem  rate  for  the  actual  time  given  to  the  duties  assigned  them 
as  herein  described. 

It  is  the  conviction  of  the  survey  committee  that  the  special  commit- 
tee on  the  certification  of  teachers  for  any  given  trade  should  be  regarded 
only  as  an  agency  used  by  the  board  to  assist  it  in  the  difficult  and  highly 
specialized  task  of  obtaining  competent  instructors  for  the  schools  in  the 
shop  and  related  shop  subjects  of  th.it  trade  and  that  all  authority  to 
pass  finally  upon  the  case  of  any  applicant  rests  and  should  rest  with 
the  board  of  examiners.  Furthermore,  that  the  function  of  the  committee 
should  be  to  advise  as  to  the  conduct  and  standards  of  the  examinations 
and  recommendations  in  rating  of  applicants.  All  the  papers  regarding 
the  applicant  should  be  filed  with  the  board. 

That  male  applicants  for  licenses  for  teaching  shop  subjects 
should  not  be  less  than  25  years  of  age  nor  more  than  40,  and 
women  applicants  not  less  than  23  nor  more  than  40  years,  which 
is  the  present  regulation  of  the  Board  of  Education  for  regular 
teachers,  but  that  the  proviso  be  made  that  this  requirement 
should  not  apply  to  substitute  teachers  already  in  the  service  or 
to  a  successful  teacher  over  40  years  of  age  desiring  to  enter  the 
service  in  New  York. 

That  the  applicant  should,  if  a  man,  present  evidence  of  at 
least  five  years  of  approved  and  successful  experience  in  indus- 
trial work  subsequent  to  the  period  of  his  apprenticeship  in  the 
shop  work  which  he  desires  to  teach.  That  in  the  case  of  a 
woman,  the  applicant  should  present  evidence  of  two  years'  suc- 
cessful experience  in  the  trade  or  occupation  approved  by  the 
committee  or  its  equivalent;  and  demonstrate  as  the  committee 
may  determine  her  trade  skill  or  knowledge. 

That  the  teacher  of  a  shop  subject  should  be  required  to  have 
at  least  a  common  school  education,  or  its  equivalent. 


Recommendations  of  Survey  Committee 


217 


That  three  factors  should  be  taken  into  consideration  in 
passing  upon  the  applicant ;  trade  knowlr-iQge  and  skill,  teaching 
ability,  and  general  education. 

That  in  examining  applicants,  t'ue  committee  should  avail 
itself  of  four  different  eleraent'^s:  written  examinations,  creden- 
tials, personal  interviews,,  and  practical  demonstration. 

Written  examinatic/iis  in  the  judgment  of  the  committee  are  of  rela- 
tively little  value  iji  testing  the  ability  and  the  personal  equipment  of 
candidates.  SucK  examinations  can  aid  in  determining  the  fitness  of 
candidates  to  tea/ch,  but  mainly  to  the  extent  that  such  examinations  are 
limited  to  tests  <)jf  general  and  trade  knowledge. 

Proper  cre<'ientials  should  be  given  an  important  place  in  determining 
the  fitness  ot!  an  applicant.  Affidavits  as  to  trade  standing  and  skill 
furnished  by  employers  and  fellow  workers,  diplomas,  certificates,  school 
records,  c_orrespondence  school  work,  personal  statements  of  former 
teachers^  examples  or  records  of  actual  work  done,  magazine  articles  or 
books  Vit-ritten  by  the  candidates;  statements  as  to  teaching  ability  based 
on  pre^  /ious  sei-vice  as  instructor  of  apprentices  or  as  a  teacher,  should 
all  be    acceptable  as  credentials. 

A  personal  interview  is  necessary  in  estimating  the  qualifications  of 
*he  a  pplicant  in  such  matters  as  appearance,  personality,  health,  general 

'  ligence  and  of  social  and  economic  outlook.  It  has  also  an  important 
supplementary  to  the  written  examinations  and  credentials  in  furnish- 
additional  information  concerning  trade  and  teaching  experience. 

Practical  demonstratfon  should  be  used  to  supplement  other  tests 
henever  doubt  exists  as  to  either  the  trade  qualifications  or  teaching 
.bility  of  the  candidate. 

That  all  teachers  of  shop  work  employed  on  the  basis  later 
commended  who  have  not  completed  at  least  120  hours  in  an 
(proved  teachers'  training  course  be  required  to  meet  this  mini- 
aim  during  the  first  three  years  of  service. 

That  provision  for  such  instruction  be  made  by  the  public 
chool  authorities. 

That  the  pay  of  all  male  teachers  of  shop  work  in  day  voca- 
tional schools  be  made  seven  dollars  (|7)  a  day  for  the  first  year 
of  service,  and  that  such  teachers,  upon  the  recommendation  of 
The  principal  of  the  school  and  the  director  of  industrial  educa- 
Ition,  shall  receive  an  annual  increase  in  the  per  diem  rate  to  be 
determined  by  the  Board  of  Education,  which  shall  make  the 
annual  earnings  of  such  teachers  not  less  than  that  provided  by 
ihe  present  salary  schedule  for  shop  teachers  in  day  vocational 
iichools. 

The  present  salary  schedule   for   male   shop  teachers  begins  at  $1500 
\      and  progresses  with  an  annual  increase  of  $125  until  a  maximum  of  $2500 
hj    is  reached. 


218  Industrial  Education  Survey 

That  in  the  case  of  women  teachers,  as  under  the  existing 
regulations  of  the  Board  of  Education  the  probationary  teacher 
who  begins  with  a  niiniinuni  of  two  years  of  trade  experience  as 
what  is  known  as  a  substitute  or  probationary  junior  teacher 
be,  after  one  year  of  satisfactoiy  experience  as  a  teacher  of  a 
trade  subject,  promoted  to  be  a  probationary  second  assistant: 
after  a  second  year  of  such  service,  to  be  a  probationary  first 
assistant  and  after  a  third  year  of  such  service  to  be  a  regular 
teacher  of  the  subject. 

That  the  present  schedule  as  given  below  in  regard  to  salaries 
for  these  vocational  teachers  in  schools  for  girls  be  approved : 

Substitute  head  teacher  (female),  |6.00  per  L-^y. 

Substitute    placement    and    investigation    teac'^op    (female) 
.«5.00  per  day.  '' 

Substitute    department    vocational    teacher    (fenale)     |6.00 
per  day. 

Substitute  first  assistant  teacher  of  vocational  or  trade  sub- 
jects, .f4..50  per  day. 

Substitute  second  assistant  teacher  of  vocational  or  tr-  i" 
subjects,  .1^3.50  per  day. 

Substitute  junior  assistant  teacher  of  vocational  or  ti 
jects,  $2.50  per  day. 

Substitute  teacher  of  sewing,  |4.00  per  day. 

Substitute  in  non-vocational  subjects  (female),  |0.50  pei 

Substitute  female  teacher-clerk,  |^.50  per  day. 

Substitute  trade-order  teacher  (female),  ii^3.50  per  day. 

Substitute    assistant    trade-order    teacher     (female),    ^ 
per  day. 

Substitute  assistant  female  teacher-clerk,  f3.50  per  day. 

Substitute  vocational  or  trade  helper  (female),  |l.00  per  d; 

That  the  Board  of  Education  shall,  upon  recommendation 
the  advisory  committee  and  the  director  of  industrial  educ 
tion,  authorize  any  shop  teacher  in  a  day  vocational  school  t 
return  to  the  practice  of  the  trade  for  a  period  not  to  exceed  si: 
months,  and  for  such  experience  as  the  advisory  committee  anc 
the  director  of  industrial  education  shall  indicate,  without  los 
of  compensation. 

Teacher  of  Related  Suh jects:    That  the  applicant  should 
least  have  a  high    school  education  or  its  equivalent.    He  shou 
have  in  addition  as  a  minimum,  300  hours  of  additional  instn 
tion  in  the  technical  subject  he  desires  to  teach  or  an  experier 
in  the  subject  accepted  as  an  equivalent.    In  order  that  he  i 


Recommendations  of  Survey  Committee  219 

be  able  to  apply  his  subject  to  the  trade  or  occupation  to  which 
[  it  is  related,  he  shouhl  have  had  at  least  one  year  of  acliuil  cxpiii- 
cnce  in  the  trade  or  occupation  concerned  or  one  year  of  ap- 
proved practical  contact  in  some  capacity  with  the  trade  or 
occupation. 

That  applicants  who  can  meet  the  requirements  set  up  for 
teachers  of  shop  subjects  or  teachers  of  related  technical  sub- 
jects and  can  present  evidence  of  at  least  one  year  of  successful 
teaching  experience  in  the  subject  for  which  a  license  is  sought, 
may  be  appointed  as  regular  teachers,  subject  to  the  regular  pro- 
;  bationary  period. 

Principal  of  a  Vocational  ScJiool:  That  to  be  eligible  for 
a  license  as  principal  of  a  vocational  or  trade  school,  the  appli- 
cant must  have  one  of  the  following  qualifications : 

(a)  "Graduation  from  a  college  or  university  recognized  by 
the  Regents  of  the  University  of  the  State  of  New  York  together 
with  ten  j^ears'  satisfactory  experience  in  the  practice  of  a  trade 
and  in  teaching  and  supervision,  provided  that  not  less  than  two 
years  of  such  ten  years'  experience  shall  have  been  in  the  practice 
of  a  trade,  represented  in  the  school.  Five  years  of  approved 
practical  contact  with  the  industry  involved  shall  be  considered 
as  equivalent  to  two  years  in  the  practice  of  the  trade." 

(b)  "Graduation  from  a  college  or  university  recognized  by 
the  Regents  of  the  University  of  the  State  of  New  York,  together 
with  ten  years'  satisfactory  experience  in  teaching  or  supervision, 
provided  that  not  less  than  five  years  of  such  experience  shall 
have  been  in  teaching,  supervision  or  investigation  in  vocational 

[■  education  in  the  field  represented  by  the  school." 

Central  Schools. 
The  Committee  recommends: 

The  establishment  of  a  Central  School  of  Printing  which  shall 

provide  trade  extension  courses  for  journeymen  and  advanced 

apprentices,  part-time  classes  for  younger  apprentices  and  all-day 

'  pre-employment  courses,  and  that  such  courses  take  the  place  of 

the  instruction  in  printing  at  present  carried  on  in  the  day  voca- 

ional  schools  and  evening  trade  schools. 

That  a  Central  School  for  the  Metal  Trades  be  established  to 

^iclude  trade  extension   courses  for  advanced   api)rentices  and 

'»urneymen,  part-time  classes  for  younger  apprentices  and  pre- 

.iployment  all-day  courses,  these  courses  to  take  the  place  of 

lie  instruction   now  given   in   the  day   vocational  schools  and 

Miing  classes  maintained  by  the  City. 


220  Industrial  Education  Survey 

That  there  be  established  one  or  two  schools  for  the  building 
trades;  that  trade  extension  courses  for  advanced  apprentices 
and  journeymen  and  part-time  classes  for  younger  apprentices 
be  provided  as  well  as  all-day  pre-employment  courses,  and  that 
the  work  now  done  in  the  three  vocational  schools  be  concen- 
trated in  one  or  two  schools,  to  be  located  as  the  demand  shall 
indicate. 

Day  Vocational  Schools. 

It  is  recommended : 

That  pupils  admitted  to  these  schools  shall  be  at  least  14  years 
of  age  and  have  completed  at  least  the  6th  grade  of  school.  That 
they  should  be  required  to  pass  a  physical  examination  based  on 
the  particular  needs  of  the  trade  in  question  before  entering  the 
school. 

That  the  numbers  admitted  should  not  exceed  the  point  at 
which  the  number  of  graduates  will  be  greater  than  experience 
indicates  can  be  absorbed  by  the  trade.  That  when  the  demand 
for  admission  to  these  schools  exceeds  the  number  so  determined, 
competitive  examinations  aimed  to  test  manipulative  skill  and 
general  intelligence  should  be  used  as  a  basis  of  selection. 

Tliat  courses  provided  in  the  day  sdiools  include  shop  train- 
ing, directly  related  technical  instruction,  instruction  desirable 
for  citizenship  and  elements  of  general  education.  Material  for 
courses  of  instruction  in  shop  work  and  in  related  subjects  are 
indicated  in  the  analysis  of  the  trades  as  given  in  the  different 
surveys, 

Tliat  tlie  organization  of  courses  of  instruction  remain  on  a 
basis  that  will  require  two  years  for  completion  as  at  present. 

That  the  length  of  the  school  day  be  as  at  present,  seven 
hours.  That  the  entire  school  training  of  shop  and  academic 
instruction  be  continued  for  eleven  months  of  the  year. 

That  the  number  of  pupils  assigned  to  one  teacher  of  shop 
Avork  shall  not  exceed  sixteen. 

That  in  tlie  sdiools  dfnoted  to  the  printing  trades,  machine, 
trades  and  building  trades,  there  shall  be  a  certain  amount  of| 
productive  work,  not  for  the  sake  of  production,  but  because  in 
tlie  judgment  of  the  committee  ex])erience  in  productive  work  isj 
the  only  fully  eificient  method  of  trade  instruction ;  that  any  pro- 
ductive work  be  limited  to  the  needs  of  the  vocational   school] 
system ;  that  the  recommendations  of  the  advisory  trade  com- 
mittees be  particularly  sought  in  regard  to  the  character  andj 


Recommendations  of  Survey  Committee  221 

:  quality  of  this  work ;  that  such  productive  work  should  be  supple- 
mented by  technical  exercises  of  the  laboratory  type. 

That  before  any  further  cUissCkS  in  day  vocational  schools  are 
opened,  equipment  should  be  provided  that  is  sufficient  in  extent 
to  meet  all  tlie  needs  of  the  numbers  under  instruction  and  of  a 
character  and  quality  that  conform  to  the  requirements  of  modern 
trade  practice. 

Evening  Trade  Classes. 

The  committee  recommends : 

That  the  city  continue  the  maintenance  of  the  evening  trade 
schools  which  deal  with  trade  extension  classes  whose  members 
are  employed  during  the  day  in  occupations  to  which  the  instruc- 
tion offered  in  these  classes  is  distinctly  related. 

That  sixteen  years  be  the  minimum  age  of  pupils  admitted  to 
evening  trade  extension  classes. 

That  applicants  for  admission  to  trade  extension  classes  be 
not  accepted  unless  employed  during  the  day  in  an  industrial 
occupation  approved  by  the  trade  advisory  committee  as  directly 
connected  with  the  trade  in  which  trade  extension  instruction  is 
offered. 

That  a  nominal  deposit  be  required  in  each  course  by  all 
pupils  registered  in  evening  trade  extension  classes  and  that  this 
deposit  shall  be  returned  to  those  pupils  who  complete  at  least 
75  per  cent  of  all  sessions  of  the  classes  of  which  they  are 
members. 

That  all  evening  trade  schools  be  under  the  general  direction 
of  the  person  in  charge  of  the  entire  system  of  industrial 
education. 

That  the  organization  of  the  trade  extension  courses  follow 
the  present  plan  which  offers  two  nights  per  week  for  a  definite 
number  of  weeks  in  any  course  of  instruction  in  any  specific 
trade  subject,  but  not  exceeding  thirty  weeks  a  year  for  any 
special  unit,  and  that  pupils  should  be  given  an  opportunity  to 
attend  a  second  class  in  a  related  trade  subject,  with  the  consent 
of  the  director  of  industrial  education. 

That  the  minimum  number  of  pupils  in  all  trade  extension 
classes  be  fixed  at  ten,  and  that  the  maximum  number  in  shop 
classes  be  twenty,  and  in  classes  in  trade  drawing,  shop  mathe- 
matics and  trade  science  be  twenty-four. 

That  the  advertising  of  evening  trade  extension  classes  be 


222  Industrial  Education  Survey 

controlled  from  the  office  of  the  director  of  industrial  education 
and  that  all  such  advertising  should  emphasize  courses  and  oppor- 
tunities available  for  the  worker  rather  than  some  special  school 
for  the  purpose  of  accelerating  the  numbers  in  attendance  therein. 
That  sufficient  clerical  help  be  provided  to  take  care  of  the 
routine  work  and  records  in  order  that  the  j)rincipals  of  evening 
trade  schools  may  devote  practically^  their  whole  time  to  visiting 
classes  in  their  charge  and  that  instructors  may  devote  their 
whole  time  to  instruction. 

That  the  Board  of  Education  require  the  director  of  indus- 
trial education  to  formulate  courses  of  instruction  for  tlie 
evening  trade  scliools  and  in  this  connection  to  commend 
to  his  attention  the  material  gathered  in  respect  to  the  trades  of 
printing,  machine  work,  inside  electrical  work,  and  carpentry  and  . 
joinery  by  this  surve3\ 

The  committee  records  its  conviction  that  the  short  unit  course  of 
instruction  in  evening  schools  has  its  special  value  for  adult  workers 
in  the  trades  who  have  not  the  habit  or  inclination  to  a:ttend  school 
courses  of  any  length  and  who  wf)uld  be  drawn  to  the  evening  school  only 
to  obtain  assistance  for  some  direct  and  particular  need  which  arises  in 
their  immediate  practical  experience.  For  such  men  and  such  needs,  short 
unit  courses  of  four  to  twelve  weeks  in  length  may  be  of  service. 

For  the  young  men  between  16  and  21  years  of  age,  who  form  the 
large  bulk  of  evening  trade  extension  students,  it  is  far  better  in  the 
judgment  of  the  committee  to  offer  courses  of  a  year,  two  years  and  even 
three  years  in  length,  composed  of  matter  that  relates  directly  to  trade 
needs,  and  in  which  instruction  the  later  stages  is  differentiated  to 
the  fullest  extent.  It  would  be  a  grent  mistake  in  the  judgment  of  the 
committee  to  emphasize  solely  to  these  young  men  in  the  developing  period 
of  life,  whose  success  depends  to  a  large  extent  upon  their  equipment 
gained  thr-ough  outside  study,  the  idea  of  the  short  unit  course  and  to 
give  prominence  only  to  a  plan  for  brief  phases  of  instruction. 

Voluntary   Part-Time  Industrial  Classes. 

The  committee  recommends: 

That  the  instruction  in  voluntary  part-time  industrial  classes 
should  consist  for  the  most  part  of  subjects  such  as  drawing, 
mathematics,  and  science  related  to  the  industrial  needs  of  the 
occupations  in  which  the  workers  are  employed,  and  in  part  of 
subjects  which  will  contribute  to  the  employees  social  and  civic 
development. 

That  all  part-time  industrial  classes  wherever  practicable 
should  be  organized  as  to  trades  and  not  as  to  time  served  in 
industry  or  educational  qualifications  or  age  of  pupils.   Because 


Recommendations  of  Survey  Committee  223 

of  the  inevitable  variations  in  age  and  previous  school  experience, 
there  should  not  be  more  than  twenty  students  registered  in  a 
class  at  any  one  time.  By  limiting  the  number  to  this  extent 
small  group  and  individual  instruction  which  is  essential  can  be 
provided. 

Part-time  industrial  classes  cannot  always  be  conducted  in  commercial 
establishments,  but  must  be  provided  for  in  part  at  least  in  school  buildings 
or  rooms  otherwise  secured  for  the  purpose. 

That  the  policy  of  the  Board  of  Education  be  to  extend  volun- 
tary part-time  industrial  classes  wherever  favorable  opportuni- 
ties can  be  found. 

In  the  judgment  of  the  committee  the  development  of  the  part-time 
classes  in  the  absence  of  compulsory  legislative  enactment  must  be  a 
matter  of  slow  growth  in  our  individualistic  communities.  If  this  work 
is  to  be  extended,  steps  should  be  first  taken  in  industries  representing 
large  numbers  of  young  workers  and  where  there  exists  great  need  of 
trade  extension  instruction.  The  consent  of  some  sympathetically  disposed 
employer  for  the  beginning  of  part-time  classes  with  his  employees  should 
be  secured.  After  such  a  beginning,  efforts  should  be  made  through 
employers'  associations  and  labor  organizations  to  secure  the  consent  of  all 
employers  in  the  trade  or  industry  in  which  the  work  has  been  started  to 
relesLse  their  employees  for  such  instruction  during  a  portion  of  the 
working  day. 

It  is  the  judgment  of  the  committee  that  the  only  competent  solution 
of  the  problem  of  part-time  vocational  instruction  appears  to  lie  with  the 
State  Legislature, — that  shall  make  compulsoi-y  the  attendance  in  such 
classes  of  all  male  minors  from  16  to  18  years  of  age  who  are  legally  em- 
ployed, and  that  shall  at  the  same  time  compel  employers,  under  appro- 
priate penalties,  to  grant  opportunities  to  such  minors  to  attend  these 
classes  during  a  portion  of  the  working  day. 

Co-oPERATiVB  Classes, 

The  committee  recommends : 

That  the  City  continue  to  maintain  co-operative  industrial 
classes  with  certain  modifications  as  noted  below  at  least  for  a 
period  of  several  years  to  come  in  order  that  the  value  of  such 
work  may  be  more  definitely  determined. 

The  committee  makes  this  recommendation  with  the  full  realization 
that  not  many  high  school  students  can  be  counted  upon  to  enter  manual 
occupations  in  the  industries.  The  ideas  of  the  homes  from  which  come 
the  large  body  of  high  school  students  are  directed  distinctly  away  from 
such  occupatiins  for  their  .sons  and  daughters  and  it  is  evident  that  the 
contribution  of  the  high  school  to  the  field  of  industry  must  be  found  in 
supplying  young  men  with  well-trained  minds  who  are  fitted  after  a 
fui'ther  pei'iod  of  practical  experience  to  attain  to  positions  of  at  least 
subordinate    leadership.       Such     positions    have    been    termed     the    non- 


224  Industrial  Education  Survey 

commissioned    oflBcers    of    industry    and    include    draftsmen,     inspectors, 

testers,    designers,    and   in    general    all   positions    of   the   supervising    and 

foreman  type. 

From  this  analysis,  it  is  evident  that  the  co-operative  classes  in   the 

high  schools  cannot  be  expected  to  reach  large  numbers  and  the  critical 

questions  that  ultimately  must  be  faced   is  whether  the  return  for  such 

work  justifies  its  expense  to  the  city. 

On  the  other  hand,   the  committee  is  convinced   that  the  co-operative 

industrial  course  should  not  be  regarded  as  a  college  preparatory  course. 

but  as  a  course  which  has  for  its  predominant  purpose  to  train  the  student 

for  advantageous  entrance  into  specific  industry. 

That  the  industrial  co-operative  work  shouhl  be  organized  as 
to  trades  and  each  trade  should  be  centralized  in  one  building  or 
school.  Such  centralization  of  the  work  appears  to  be  necessarj' 
to  secure  groups  of  sufficient  size  to  allow  the  formation  of 
classes  of  individuals  with  similar  trade  interests. 

That  the  division  of  time  for  the  co-operative  industrial 
classes  remain  as  at  present — half-time  in  shop  and  half-time 
in  school. 

That  co-operative  industrial  classes  should  not  be  organized 
unless  there  is  a  definite  agreement  with  the  employer  specifying 
a  program  of  shop  experiences  with  the  hours  of  labor  and 
wages.  This  agreement  should  be  signed  by  the  school  authori- 
ties, the  parent  representing  the  boy,  and  the  employer.  With- 
out such  an  agreement,  it  seems  impossible  to  serve  adequately 
the  needs  of  the  state,  the  boy  and  the  employer. 

That  co-oprative  industrial  classes  be  limited  in  so  far  as 
practicable  to  those  industries  in  which  at  least  thirty  stiidents 
are  available  for  a  closely  related  trade  group  that  can  be  super- 
vised effectively  by  one  coordinator. 

That  the  coordinator  be  .selected  on  the  basis  of  the  require- 
ments of  the  particular  trade  for  which  tlie  co-operative  indus- 
trial class  is  to  train.  That  is,  the  co-ordinator  for  a  co-operative 
industrial  class  in  nmchine  shop  work  shouhl  be  a  man  with  a 
thorough  understanding  of  the  machine  trade.  Tliis  same  prin- 
ciple should  be  applied  to  the  selection  of  all  other  coordinators. 

That  each  coordinator  be  at  the  same  time  the  teacher  of 
related  drawing,  mathematics,  and  science  for  a  double  platoon 
group  in  the  school  and  the  supervisor  of  the  work  of  the  students 
of  this  group  in  the  commercial  establishments.  Such  a  plan 
would  permit  both  the  interests  of  economy  and  efficiency  to  be 
realized. 

That   the   character  of   the  instruction   in   drawing,   mathe- 


Recommendations  of  Survey  Committee  225 

matics  and  science  be  such  as  to  secure  the  greatest  possible 
degree  of  relation  to  the  trade  or  occupation  in  which  the  student 
is  employed. 

That  in  addition  to  the  related  work  instruction  be  provided 
as  far  as  practicable  in  those  subjects  which  make  for  social  and 
civic  development. 

That  inasmuch  as  the  co-operative  industrial  classes  have 
many  aspects  in  common  with  the  part-time  industrial  classes, 
both  types  be  placed  in  charge  of  a  common  assistant  director 
responsible  to  the  director  of  industrial  education. 

That  the  entrance  requirements  for  the  industrial  co-operative 
classes  be  based  upon  age  rather  than  the  completion  of  the  first 
year  of  the  high  school  course,  and  boys  should  be  allowed  to 
enter  such  classes  at  the  age  of  16  years. 

Furtherance  of  Survey, 

For  the  comprehensive  future  development  of  a  program  of 
industrial  education  it  is  recommended  that  provision  be  made 
for  the  study  of  other  important  trades  and  industries,  and  for 
the  further  study,  at  appropriate  intervals,  of  the  trades  included 
in  this  survey.  It  is  the  conviction  of  the  committee  that  facilities 
should  be  placed  at  the  disposal  of  the  director  of  industrial  edu- 
cation to  conduct  such  studies. 

It  is  also  recommended  that  the  Board  of  Education  appoint 
advisory  committees  for  all  trades  at  present  represented  in  the 
day  vocational  or  evening  trade  schools  upon  the  same  basis  as 
those  already  recommended  by  this  committee. 

The  committee  further  recommends  that  the  director  of  in- 
dustrial education,  in  co-operation  with  the  trade  advisory 
committees,  make  every  effort  to  develop  trade  agreements  with 
employers  associations  and  labor  organizations  in  regard  to  the 
following  matters: 

1.  Credit  on  apprenticeship  time  for  the  graduates  of  pre- 
employment  schools. 

2.  Compulsory  attendance  of  apprentices  or  young  workers  in 
part-time  and  evening  classes. 

3.  The  development  of  dull-season  classes. 


J 


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